Courses of Study : Science (Grade 1)

Waves and Their Applications in Technologies for Information Transfer
Science (2015)
Grade(s): 1
All Resources: 10
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 6
1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
Students:
  • Conduct experiments to provide evidence that vibrations of matter can create sound.
  • Conduct experiments to provide evidence that sound can make matter vibrate.
Teacher Vocabulary:
  • vibrations/vibrate
  • matter
  • sound
  • evidence
  • experiments
  • conduct
  • create
Knowledge:
Students know:
  • Sound can cause matter to vibrate.
  • Vibrating matter can cause sound.
Skills:
Students are able to:
  • Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound.
  • Make observations that can be used as evidence about sound.
Understanding:
Students understand that:
  • Sound can cause matter to vibrate.
  • Vibrating matter can cause sound.
  • There is a cause/effect relationship between vibrating materials and sound.
AMSTI Resources:
AMSTI Module:
Sound, Light, and Sky
Sound and Light, FOSS
Sundial, GLOBE
Sky, Delta
NAEP Framework
NAEP Statement::
P4.10: Vibrating objects produce sound. The pitch of sound can be varied by changing the rate of vibration.
Science (2015)
Grade(s): 1
All Resources: 12
Lesson Plans: 3
Classroom Resources: 9
2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
Students:
  • Explain based on observations that objects can be seen only when there is a light source.
Teacher Vocabulary:
  • light
  • illuminate
  • construct
  • explanation
  • observation
  • available
  • objects
Knowledge:
Students know:
  • Light comes from different sources (natural/man-made).
  • Objects can be seen only when there is a light source.
  • Objects can be seen if they give off their own light.
Skills:
Students are able to:
  • Gather evidence from observations to support the explanation that objects can only be seen when illuminated.
Understanding:
Students understand that:
  • Objects can be seen only when a light source causes it to be illuminated.
AMSTI Resources:
AMSTI Module:
Sound, Light, and Sky
Sound and Light, FOSS
Sundial, GLOBE
Sky, Delta
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.1.2- Recognize that light illuminates objects so they can be seen.
Science (2015)
Grade(s): 1
All Resources: 12
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 8
3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
Students:
  • Given materials, determine if light passes through, partially passes through, is blocked or is reflected.
Teacher Vocabulary:
  • transparent
  • translucent
  • opaque
  • reflect
  • investigate
  • observe
  • light
  • partial
  • block
  • material
  • record
  • data
  • shiny
Knowledge:
Students know:
  • Some materials allow all light to pass through.
  • Some materials allow partial light to pass through.
  • Some materials block all the light from passing through.
  • Some materials reflect light, which changes its direction.
Skills:
Students are able to:
  • Investigate to determine the effect of placing objects made of different materials in a beam of light.
Understanding:
Students understand that:
  • Simple tests can gather evidence to determine that placing different materials in a beam of light will cause light to either: pass through, partially pass through, block, or reflect.
AMSTI Resources:
AMSTI Module:
Sound and Light, Foss
Sky, Delta
NAEP Framework
NAEP Statement::
P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.

NAEP Statement::
P4.9: Light travels in straight lines. When light strikes substances and objects through which it cannot pass, shadows result. When light travels obliquely from one substance to another (air and water), it changes direction.

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.1.3- Identify objects that are see through (transparent) and objects that are not see through (opaque).
Science (2015)
Grade(s): 1
All Resources: 3
Lesson Plans: 2
Classroom Resources: 1
4 ) Design and construct a device that uses light or sound to send a communication signal over a distance (e.g., using a flashlight and a piece of cardboard to simulate a signal lamp for sending a coded message to a classmate, using a paper cup and string to simulate a telephone for talking to a classmate).*

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
Students:
  • Use tools and materials provided to design and construct a device that uses light or sound to communicate signals over a distance.
Teacher Vocabulary:
  • design
  • construct
  • device
  • light
  • sound
  • communication signal
  • distance
  • receive
  • simulate
  • design process
  • ask
  • imagine
  • plan
  • create
  • improve
Knowledge:
Students know:
  • Light travels over a given distance.
  • Light can be used to communicate over a distance.
  • Sound travels over a given distance.
  • Sound can be used to communicate over a distance.
Skills:
Students are able to:
  • Use tools and materials provided to solve the specific problem of being able to communicate using signals over distance using light or sound.
Understanding:
Students understand that:
  • People depend on various technologies in their lives like devices that can be created to communicate over a distance using light or sound.
AMSTI Resources:
AMSTI Module:
Sound and Light (Foss)
Sundial, GLOBE
Sky, Delta
NAEP Framework
NAEP Statement::
P4.10: Vibrating objects produce sound. The pitch of sound can be varied by changing the rate of vibration.

NAEP Statement::
P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.

NAEP Statement::
P4.9: Light travels in straight lines. When light strikes substances and objects through which it cannot pass, shadows result. When light travels obliquely from one substance to another (air and water), it changes direction.

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.1.4- Participate in the construction of a device and/or activities that use light or sound.
From Molecules to Organisms: Structures and Processes
Science (2015)
Grade(s): 1
All Resources: 9
Lesson Plans: 5
Classroom Resources: 4
5 ) Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).*

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Use given materials to design a device that imitates how plants and/or animals survive, grow and/or meet their needs.
Teacher Vocabulary:
  • materials
  • design
  • solution
  • human problem
  • imitate
  • external parts
  • survive
  • needs
  • insulation
  • mimicry
  • camouflage
  • protection
  • ask
  • plan
  • imagine
  • create
  • improve
Knowledge:
Students know:
  • How plants use their external parts to survive, grow and meet their needs.
  • How animals use their external parts to survive, grow and meet their needs.
  • People can imitate how plants and animals survive and grow to help us solve a human problem.
Skills:
Students are able to:
  • Design a device that attempts to solve a human problem.
  • Use materials to imitate external structures of plants and animals.
Understanding:
Students understand that:
  • The shape and stability of structures of natural and designed objects are related to their function.
AMSTI Resources:
AMSTI Module:
Organisms, STC
Wild Feet, ETA/hand2mind
NAEP Framework
NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.1.5- Match an environmental situation with an appropriate human action (e.g., wearing a jacket when it is cold; animals growing a thick coat during the winter; wearing protective gear like a turtle has a shell).
Science (2015)
Grade(s): 1
All Resources: 2
Classroom Resources: 2
6 ) Obtain information to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive (e.g., crying of offspring indicating need for feeding, quacking or barking by parents indicating protection of young).

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Provide evidence about behaviors of animal parents that help offspring survive.
  • Provide evidence about behaviors of animal offspring that help the offspring survive.
Teacher Vocabulary:
  • obtain information
  • evidence
  • offspring
  • parents
  • patterns
  • survive
  • engage
  • behavior
Knowledge:
Students know:
    Skills:
    Students are able to:
    • Obtain information to provide evidence of the patterns of protective behavior engaged in by animal parents and their offspring,
    Understanding:
    Students understand that:
    • Animals have behavior patterns that help the offspring survive.
    AMSTI Resources:
    AMSTI Module:
    Organisms, STC
    Wild Feet, ETA/hand2mind
    NAEP Framework
    NAEP Statement::
    L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

    NAEP Statement::
    L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

    Alabama Alternate Achievement Standards
    AAS Standard:
    SCI.AAS.1.6- Identify ways parents and their babies communicate to help babies survive and grow.
    Heredity: Inheritance and Variation of Traits
    Science (2015)
    Grade(s): 1
    All Resources: 4
    Learning Activities: 1
    Lesson Plans: 1
    Classroom Resources: 2
    7 ) Make observations to identify the similarities and differences of offspring to their parents and to other members of the same species (e.g., flowers from the same kind of plant being the same shape, but differing in size; dog being same breed as parent, but differing in fur color or pattern).

    Unpacked Content
    Scientific And Engineering Practices:
    Constructing Explanations and Designing Solutions
    Crosscutting Concepts: Patterns
    Disciplinary Core Idea: Heredity: Inheritance and Variation of Traits
    Evidence Of Student Attainment:
    Students:
    • Make observations, firsthand or from media, to identify similarities and differences of plant and animal parents to their offspring.
    Teacher Vocabulary:
    • identify
    • observation
    • similarities
    • differences
    • offspring
    • parents
    • members
    • species
    • evidence
    • pattern
    Knowledge:
    Students know:
    • Young animals are very much, but not exactly, like their parents.
    • Plants are very much, but not exactly, like their parents.
    Skills:
    Students are able to:
    • Use observations as evidence to identify similarities and differences between parents and offspring and between offspring and other members of the same species.
    Understanding:
    Students understand that:
    • Patterns can be used as evidence that individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
    AMSTI Resources:
    AMSTI Module:
    Organisms, STC
    Wild Feet, ETA/hand2mind
    NAEP Framework
    NAEP Statement::
    L4.6: Plants and animals closely resemble their parents.

    Alabama Alternate Achievement Standards
    AAS Standard:
    SCI.AAS.1.7-Identify similarities and differences between parents and offspring in animals.
    Earth's Place in the Universe
    Science (2015)
    Grade(s): 1
    All Resources: 17
    Lesson Plans: 2
    Classroom Resources: 15
    8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).

    Unpacked Content
    Scientific And Engineering Practices:
    Analyzing and Interpreting Data
    Crosscutting Concepts: Patterns
    Disciplinary Core Idea: Earth's Place in the Universe
    Evidence Of Student Attainment:
    Students:
    • Observe, describe, and predict patterns of objects visible in the day and night sky.
    • Observe, describe, and predict the position of the sun and moon in the day or night sky.
    Teacher Vocabulary:
    • observe
    • describe
    • predict
    • pattern
    • sun
    • moon
    • star
    • sky
    • day
    • night
    • sunset
    • sunrise
    • motion
    • appear
    Knowledge:
    Students know:
    • Stars are not seen in the sky during the day, but are seen in the sky at night.
    • The sun is at different positions in the sky at different times of the day, appearing to rise in one part of the sky in the morning and appearing to set in another part of the sky in the evening.
    • The moon can be seen during the day and at night, but the sun can only be seen during the day.
    • The moon is at different positions in the sky at different times of the day or night, appearing to rise in one part of the sky and appearing to set in another part of the sky.
    Skills:
    Students are able to:
    • Organize data from observations in order to describe objects in the day/night sky
    • Use patterns found in data from observations to describe and predict the position of objects in the day/night sky.
    Understanding:
    Students understand that:
    • Patterns related to the appearance of objects in the sky can be observed and used to provide evidence that future appearances of those objects can be predicted.
    AMSTI Resources:
    AMSTI Module:
    Organisms, STC
    Wild Feet, ETA/hand2mind
    NAEP Framework
    NAEP Statement::
    E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.

    NAEP Statement::
    E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.

    Alabama Alternate Achievement Standards
    AAS Standard:
    SCI.AAS.1.8- Identify major celestial objects (e.g., moon, sun, other stars) and when they can be seen in the sky.
    Science (2015)
    Grade(s): 1
    All Resources: 6
    Learning Activities: 1
    Lesson Plans: 2
    Classroom Resources: 3
    9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).

    Unpacked Content
    Scientific And Engineering Practices:
    Planning and Carrying out Investigations
    Crosscutting Concepts: Patterns
    Disciplinary Core Idea: Earth's Place in the Universe
    Evidence Of Student Attainment:
    Students:
    • Make observations, firsthand or from media, to collect data and use it to describe the relationship between the number of hours of daylight and the time of the year.
    Teacher Vocabulary:
    • observe
    • seasonal
    • patterns
    • sunrise
    • sunset
    • describes
    • relationship
    • hours
    • daylight
    • year
    Knowledge:
    Students know:
    • There is a relationship between the relative length of the day and the season of the year.
    Skills:
    Students are able to:
      Understanding:
      Students understand that:
      • Seasonal patterns of sunrise and sunset can be observed, described and predicted.
      AMSTI Resources:
      AMSTI Module:
      Sound and Light, Foss
      Sundial, GLOBE
      Sky, Delta
      NAEP Framework
      NAEP Statement::
      E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.

      NAEP Statement::
      E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.

      NAEP Statement::
      E4.8: Weather changes from day to day and during the seasons.

      NAEP Statement::
      E4.9: Scientists use tools for observing, recording, and predicting weather changes from day to day and during the seasons.

      Alabama Alternate Achievement Standards
      AAS Standard:
      SCI.AAS.1.9- Identify the four seasons of the year in Alabama using common representations.