# Grade 1: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 24 concepts ready. In the app: https://ai.page/roadmap/tx-sci-grade-1 Part of: [Texas TEKS: Science](https://ai.page/roadmap/tx-sci.md) Goal: Texas Essential Knowledge and Skills: Science, Grade 1 ## 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: - [Offspring resemble parents](https://ai.page/c/offspring-resemble-parents/index.md): Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences - [Life Cycles of Organisms](https://ai.page/c/life-cycles-of-organisms/index.md): Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death - [How animals adapt to environments](https://ai.page/c/how-animals-adapt-to-environments/index.md): 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: - [Plants and animals in their habitats](https://ai.page/c/plants-and-animals-in-their-habitats/index.md): 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 - [Habitats & Basic Needs](https://ai.page/c/habitats-and-basic-needs/index.md): 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: - [Choosing the Right Material](https://ai.page/c/choosing-the-right-material/index.md): Identify and compare the suitability of everyday materials for particular uses, explaining why specific materials are chosen for specific purposes - [Naming Everyday Materials](https://ai.page/c/naming-everyday-materials/index.md): 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: - [Local weather patterns](https://ai.page/c/local-weather-patterns/index.md): Use and share observations of local weather conditions to describe patterns over time, recording temperature, rainfall, and other conditions - [Shapes of land and water](https://ai.page/c/shapes-of-land-and-water/index.md): Develop a model to represent the shapes and kinds of land (mountains, valleys, plains) and bodies of water (rivers, lakes, oceans) in an area - [Rocks and soil](https://ai.page/c/rocks-and-soil/index.md): 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: - [Sunlight warms things up](https://ai.page/c/sunlight-warms-things-up/index.md): 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: - [Pushes & Pulls](https://ai.page/c/pushes-and-pulls/index.md): 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: - [Taking Apart & Rebuilding](https://ai.page/c/taking-apart-and-rebuilding/index.md): 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 - [Heating & Cooling Changes](https://ai.page/c/heating-and-cooling-changes/index.md): Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius - [Classifying Materials](https://ai.page/c/classifying-materials/index.md): 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: - [Changing Environments](https://ai.page/c/changing-environments/index.md): 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: - [Could there be another explanation?](https://ai.page/c/could-there-be-another-explanation/index.md): 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: - [Drawing conclusions from evidence](https://ai.page/c/drawing-conclusions-from-evidence/index.md): 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 - [Comparing Design Solutions](https://ai.page/c/comparing-design-solutions/index.md): Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design - [Using evidence to answer questions](https://ai.page/c/using-evidence-to-answer-questions/index.md): 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 - [Modelling with Sketches](https://ai.page/c/modelling-with-sketches/index.md): 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 - [Simple tests and experiments](https://ai.page/c/simple-tests-and-experiments/index.md): Perform simple tests and use observations and ideas to suggest answers to questions - [Recording Data](https://ai.page/c/recording-data/index.md): Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions - [Measuring accurately](https://ai.page/c/measuring-accurately/index.md): Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers ## Health: 0 of 100 Of its 24 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Offspring resemble parents has no explanation yet - Life Cycles of Organisms has no explanation yet - How animals adapt to environments has no explanation yet - Plants and animals in their habitats has no explanation yet - Habitats & Basic Needs has no explanation yet - Choosing the Right Material has no explanation yet - Naming Everyday Materials has no explanation yet - Local weather patterns has no explanation yet - Shapes of land and water has no explanation yet - Rocks and soil has no explanation yet - Sunlight warms things up has no explanation yet - Pushes & Pulls has no explanation yet - Taking Apart & Rebuilding has no explanation yet - Heating & Cooling Changes has no explanation yet - Classifying Materials has no explanation yet - Changing Environments has no explanation yet - Could there be another explanation? has no explanation yet - Drawing conclusions from evidence has no explanation yet - Comparing Design Solutions comes before Modelling with Sketches, which it needs - Comparing Design Solutions comes before Recording Data, which it needs - Comparing Design Solutions has no explanation yet - Using evidence to answer questions has no explanation yet - Modelling with Sketches has no explanation yet - Simple tests and experiments has no explanation yet - Recording Data has no explanation yet - Measuring accurately has no explanation yet Credit: The structure of Texas Essential Knowledge and Skills: Science (https://tea.texas.gov/system/files/principles-of-applied-engineering-breakouts_0.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.