Grades K-1

EALR 1 Systems SYS

EALR 2 Inquiry INQ

EALR 3 Application APP

EALR 4 Domains of Science

Physical Science

PS1 Push-Pull and Position

PS2 Liquids and Solids

Earth and Space Science

ES1 Observing the Sun and Moon

ES2 Properties and Change

Life Science

LS1 Plant and Animal Parts

LS2 Habitats

LS3 Classifying Plants and Animals

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 PS1A

The position of an object can be described by locating it relative to another object or to the object's surroundings.

Use common terms so that all observers can agree on the position of an object in relation to another object (e.g., describe whether the teacher's desk is in front of the room, at the side, or in the back; say whether the top of the school’s flagpole is higher or lower than the roof).*a

K-1 PS1B

Motion is defined as a change in position over time.

Demonstrate motion by moving an object or a part of a student’s body and explain that motion means a change in position.

K-1 PS1C

A force is a push or a pull. Pushing or pulling can move an object. The speed an object moves is related to how strongly it is pushed or pulled.

Respond to a request to move an object (e.g., toy wagon, doll, or book) by pushing or pulling it.

When asked to move the object farther, respond by pushing or pulling it more strongly.

Explain that a push or a pull is a force.

K-1 PS1D

Some forces act by touching and other forces can act without touching.

Distinguish a force that acts by touching it with an object (e.g., by pushing or pulling) from a force that can act without touching (e.g., the attraction between a magnet and a steel paper clip).

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 PS2A

Liquids take the shape of the part of the container they occupy.

Predict the shape that water will take in a variety of different containers.

K-1 PS2B

Solids retain their shape regardless of the container they are in.

Predict that frozen water (e.g., ice) will retain its shape when moved among containers of different shapes (e.g., ice cubes in a tray).

Given several substances, sort them into those that are liquid and those that are solid.

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 ES1A

Many things can be seen in the sky. Some change minute by minute, while others move in patterns that can be seen if they are observed day after day.

Observe and communicate the many things that can be seen in the sky that change minute by minute (e.g., birds, airplanes, and clouds) and those that change their shape or position in observable patterns day after day (e.g., apparent shape of the moon).*a

K-1 ES1B

The position of the Sun in the sky appears to change during the day.

Compare the position of the Sun in the sky in the morning with its position in the sky at midday and in the afternoon.*b

K-1 ES1C

The Moon can be seen sometimes during the day and sometimes during the night. The Moon appears to have different shapes on different days.

Observe the Moon during different times of the day and month, and draw its apparent shape.*b

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 ES2A

Some objects occur in nature; others have been designed and processed by people.

Sort objects into two groups: natural and human-made.*a

K-1 ES2B

Earth materials include solid rocks, sand, soil, and water. These materials have different observable physical properties.

Describe Earth objects using appropriate terms, such as hard, soft, dry, wet, heavy, and light, to describe these materials.

Sort Earth objects by one observable property (e.g., rocks by size or color).*a

Compare Earth objects by at least two properties (e.g., first compare rocks by size, then by color). *a

K-1 ES2C

Some Earth objects are made of more than one material.

Observe and describe objects made of more than one Earth material (e.g., certain rocks and soil).

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 LS1A

The human body is made up of various external parts.

Identify the external parts of a human body (e.g., head, hands, feet, knees, and elbows).

K-1 LS1B

All plants and animals have various external parts.

Identify the external parts of different plants and animals (e.g., legs on an insect, flowers, stems, and roots on many plants, feathers on birds, scales on fish, eyes and ears on many animals).

K-1 LS1C

The parts of a plant or animal appear different under a magnifier compared with the unaided eye.

Observe how parts of a plant or animal look under a magnifier and draw or use words to describe them (e.g., a single hair, the leg of an insect, a fingerprint).

K-1 LS1D

Different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place.

Compare how different animals use the same body parts for different purposes (e.g., humans use their tongues to taste, while snakes use their tongues to smell).

K-1 LS1E

Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water.

Compare how different animals obtain food and water (e.g., a squirrel hunts for nuts, a pet dog eats prepared food and drinks water from a bowl or puddle, many birds and insects find nectar in flowers, which contain food and water, people may grow food in gardens and many shop for food in stores and get water from the tap).

K-1 LS1F

Most plants have roots to get water and leaves to gather sunlight.

Explain that most plants get water from soil through their roots and that they gather light through their leaves.

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 LS2A

There are different kinds of natural areas, or habitats, where many different plants and animals live together.

Investigate an area near their home or school where many different plants and animals live together (e.g., a lawn, a vacant lot, a wooded park, a flower bed) and describe the different plants and animals found there.

K-1 LS2B

A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.

Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals (e.g., have trees to provide nesting places for birds and squirrels, pond water for tadpoles and frogs, blackberry bushes for rabbits to hide in).

K-1 LS2C

Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there.

List two or more things that humans do that might harm plants and animals in a given habitat (e.g., throwing litter in a pond might cause difficulty for water birds and fish to find food or might poison the plants and animals that live there).

Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering).

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 LS3A

Some things are alive and others are not.

Use logical rules to sort objects into two groups, those that are alive and those that are not.*a

K-1 LS3B

There are many different types of living things on Earth. Many of them are classified as plants or animals.

Given a list, illustrations, or actual plants or animals, classify them as plants or animals.

K-1 LS3C

External features of animals and plants are used to classify them into groups.

Describe several external features and behaviors of animals that can be used to classify them (e.g., size, color, shape of body parts).

Describe several external features of plants that can be used to classify them (e.g., size, color, kinds of seeds, shapes, or texture of plant parts).

Give examples to illustrate how pairs of plants and/or animals are similar to and different from each other (e.g., cats and dogs both have four legs, but many dogs have longer snouts than cats).*b