| (a) Introduction.
(1) In Grade 1, students observe and describe the natural
world using their senses. Students do science as inquiry in order
to develop and enrich their abilities to understand the world around
them in the context of scientific concepts and processes. Students
develop vocabulary through their experiences investigating properties
of common objects, earth materials, and organisms.
(A) A central theme in first grade science is active
engagement in asking questions, creating a method to answer those
questions, answering those questions, communicating ideas, and exploring
with scientific tools in order to explain scientific concepts and
processes like scientific investigation and reasoning; matter and
energy; force, motion, and energy; Earth and space; and organisms
and environment. Scientific investigation and reasoning involves practicing
safe procedures, asking questions about the natural world, and seeking
answers to those questions through simple observations used in descriptive
investigations.
(B) Matter is described in terms of its physical properties,
including relative size, weight, shape, color, and texture. The importance
of light, thermal, and sound energy is identified as it relates to
the students' everyday life. The location and motion of objects are
explored.
(C) Weather is recorded and discussed on a daily basis
so students may begin to recognize patterns in the weather. In addition,
patterns are observed in the appearance of objects in the sky.
(D) In life science, students recognize the interdependence
of organisms in the natural world. They understand that all organisms
have basic needs that can be satisfied through interactions with living
and nonliving things. Students will investigate life cycles of animals
and identify likenesses between parents and offspring.
(2) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process."
(3) Recurring themes are pervasive in sciences, mathematics,
and technology. These ideas transcend disciplinary boundaries and
include patterns, cycles, systems, models, and change and constancy.
(4) The study of elementary science includes planning
and safely implementing classroom and outdoor investigations using
scientific processes, including inquiry methods, analyzing information,
making informed decisions, and using tools to collect and record information,
while addressing the major concepts and vocabulary, in the context
of physical, earth, and life sciences. Districts are encouraged to
facilitate classroom and outdoor investigations for at least 80% of
instructional time.
(5) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student
conducts classroom and outdoor investigations following home and school
safety procedures and uses environmentally appropriate and responsible
practices. The student is expected to:
(A) identify, discuss, and demonstrate safe and healthy
practices as outlined in Texas Education agency-approved safety standards
during classroom and outdoor investigations, including wearing safety
goggles or chemical splash goggles, as appropriate, washing hands,
and using materials appropriately; and
(B) identify and learn how to use natural resources
and materials, including conservation and reuse or recycling of paper,
plastic, and metals.
(2) Scientific investigation and reasoning. The student
develops abilities to ask questions and seek answers in classroom
and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events
observed in the natural world;
(B) plan and conduct simple descriptive investigations;
(C) collect data and make observations using simple
tools;
(D) record and organize data using pictures, numbers,
and words; and
(E) communicate observations and provide reasons for
explanations using student-generated data from simple descriptive
investigations.
(3) Scientific investigation and reasoning. The student
knows that information and critical thinking are used in scientific
problem solving. The student is expected to:
(A) identify and explain a problem and propose a solution;
(B) make predictions based on observable patterns;
and
(C) describe what scientists do.
(4) Scientific investigation and reasoning. The student
uses age-appropriate tools and models to investigate the natural world.
The student is expected to:
(A) collect, record, and compare information using
tools, including computers, hand lenses, primary balances, cups, bowls,
magnets, collecting nets, notebooks, and safety goggles or chemical
splash goggles, as appropriate; timing devices; non-standard measuring
items; weather instruments such as demonstration thermometers and
wind socks; and materials to support observations of habitats of organisms
such as aquariums and terrariums; and
(B) measure and compare organisms and objects using
non-standard units.
(5) Matter and energy. The student knows that objects
have properties and patterns. The student is expected to:
(A) classify objects by observable properties such
as larger and smaller, heavier and lighter, shape, color, and texture;
(B) predict and identify changes in materials caused
by heating and cooling; and
(C) classify objects by the materials from which they
are made.
(6) Force, motion, and energy. The student knows that
force, motion, and energy are related and are a part of everyday life.
The student is expected to:
(A) identify and discuss how different forms of energy
such as light, thermal, and sound are important to everyday life;
(B) predict and describe how a magnet can be used to
push or pull an object; and
(C) demonstrate and record the ways that objects can
move such as in a straight line, zig zag, up and down, back and forth,
round and round, and fast and slow.
(7) Earth and space. The student knows that the natural
world includes rocks, soil, and water that can be observed in cycles,
patterns, and systems. The student is expected to:
(A) observe, compare, describe, and sort components
of soil by size, texture, and color;
(B) identify and describe a variety of natural sources
of water, including streams, lakes, and oceans; and
(C) identify how rocks, soil, and water are used to
make products.
(8) Earth and space. The student knows that the natural
world includes the air around us and objects in the sky. The student
is expected to:
(A) record weather information, including relative
temperature such as hot or cold, clear or cloudy, calm or windy, and
rainy or icy;
(B) observe and record changes in the appearance of
objects in the sky such as the Moon and stars, including the Sun;
(C) identify characteristics of the seasons of the
year and day and night; and
(D) demonstrate that air is all around us and observe
that wind is moving air.
(9) Organisms and environments. The student knows that
the living environment is composed of relationships between organisms
and the life cycles that occur. The student is expected to:
(A) sort and classify living and nonliving things based
upon whether they have basic needs and produce offspring;
(B) analyze and record examples of interdependence
found in various situations such as terrariums and aquariums or pet
and caregiver; and
(C) gather evidence of interdependence among living
organisms such as energy transfer through food chains or animals using
plants for shelter.
(10) Organisms and environments. The student knows
that organisms resemble their parents and have structures and processes
that help them survive within their environments. The student is expected
to:
(A) investigate how the external characteristics of
an animal are related to where it lives, how it moves, and what it
eats;
(B) identify and compare the parts of plants;
(C) compare ways that young animals resemble their
parents; and
(D) observe and record life cycles of animals such
as a chicken, frog, or fish.
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