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How to learn Grade 1: Science

Texas Essential Knowledge and Skills: Science, Grade 1

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1. The student knows that organisms resemble their parents and have structures and undergo processes that help them interact and survive within their environments. The student is expected to:

  1. Offspring resemble parents: Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences
  2. Life Cycles of Organisms: Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death
  3. How animals adapt to environments: Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time

2. The student knows that the environment is composed of relationships between living organisms and nonliving components. The student is expected to:

  1. Plants and animals in their habitats: Use a model to represent the relationship between the needs of different plants and animals and the places they live, connecting organism needs to habitat features
  2. Habitats & Basic Needs: Identify that most living things live in habitats to which they are suited and describe how habitats provide for basic needs and how organisms depend on each other

3. The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to:

  1. Choosing the Right Material: Identify and compare the suitability of everyday materials for particular uses, explaining why specific materials are chosen for specific purposes
  2. Naming Everyday Materials: Identify and name a variety of everyday materials including wood, plastic, glass, metal, water, and rock

4. The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to:

  1. Local weather patterns: Use and share observations of local weather conditions to describe patterns over time, recording temperature, rainfall, and other conditions
  2. Shapes of land and water: Develop a model to represent the shapes and kinds of land (mountains, valleys, plains) and bodies of water (rivers, lakes, oceans) in an area
  3. Rocks and soil: Recognise that soils are made from rocks and organic matter, and that different soils have different properties

5. The student knows that energy is everywhere and can be observed in everyday life. The student is expected to:

  1. Sunlight warms things up: Make observations to determine the effect of sunlight on Earth's surface, noticing that sunlight warms the ground, water, and objects

6. The student knows that forces cause changes in motion and position in everyday life. The student is expected to:

  1. Pushes & Pulls: Understand that pushes and pulls are forces that can change the speed or direction of an object's motion, and compare the effects of different strengths and directions

7. The student knows that objects have physical properties that determine how they are described and classified. The student is expected to:

  1. Taking Apart & Rebuilding: Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist
  2. Heating & Cooling Changes: Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius
  3. Classifying Materials: Plan and conduct an investigation to classify different kinds of materials by their observable properties

8. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to:

  1. Changing Environments: Recognise that environments can change and that this can sometimes pose dangers and challenges to living things

9. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

  1. Could there be another explanation?: For any result, ask: is there another explanation? — the first explanation that fits isn't always the right one, and good scientists actively look for alternatives

10. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

  1. Drawing conclusions from evidence: Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements

11. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The stud

  1. Comparing Design Solutions: Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design
  2. Using evidence to answer questions: Identify differences, similarities, or changes related to scientific ideas and use straightforward scientific evidence to answer questions or support findings

12. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropr

  1. Modelling with Sketches: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem
  2. Simple tests and experiments: Perform simple tests and use observations and ideas to suggest answers to questions
  3. Recording Data: Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions
  4. Measuring accurately: Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers