Rhode Island Standards 1st Grade Science Activities
Printable First Grade Science Worksheets and Study Guides.
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RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS 1 (K-4) NOS-3. Explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).
ESS1 (K-2)-3. Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by...
3a. Using scientific tools to extend senses and gather data about weather (e.g., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).
ESS1 (K-4) FAF-6. Given information about earth materials explain how their characteristics lend themselves to specific uses
ESS1 (K-2)-6. Students demonstrate an understanding of properties of earth materials by...
6a. Identifying which materials are best for different uses (e.g., soils for growing plants, sand for the sand box).
ESS1 (K-4) INQ+SAE-4. Explain how wind, water, or ice shape and reshape the earth.
ESS1 (K-2)-4. Students demonstrate an understanding of processes and change over time within earth systems by...
4a. Observing and recording seasonal and weather changes throughout the school year.
ESS1 (K-4) POC-5. Based on data collected from daily weather observations, describe weather changes or weather patterns.
ESS1 (K-2)-5. Students demonstrate an understanding of processes and change over time within earth systems by...
5a. Observing, recording, and summarizing local weather data.
5b. Observe how clouds are related to forms of precipitation (e.g., rain, sleet, snow).
RI.ESS2. Earth and Space Science: The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships.
ESS2 (K-4)-7. No further targets for EK ESS2 at the K-4 Grade Span
ESS2 (K-2)-7. Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by...
7c. Observing that the moon looks slightly different from day to day.
RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time
ESS3 (K-4)-9. No further targets for EK ESS3 at the K-4 Grade Span. The GSEs listed below are assessed at the local level only.
ESS3 (K-2)-9. Students demonstrate understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
9a. Observing that there are more stars in the sky than can easily be counted, but they are not scattered evenly and not all the same in brightness.
RI.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
LS1 (K-4) FAF-4. Identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).
LS1 (K-2)-4. Students demonstrate understanding of structure and function-survival requirements by...
4a. Identifying the specific functions of the physical structures of a plant or an animal (e.g. roots for water; webbed feet for swimming).
LS1 (K-4) POC-3. Predict, sequence or compare the life stages of organisms-plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms).
LS1 (K-2)-3. Students demonstrate an understanding of reproduction by...
3a. Observing and scientifically drawing (e.g. recording shapes, prominent features, relative proportions, organizes and differentiates significant parts observed) and labeling the stages in the life cycle of a familiar plant and animal.
3b. Sequencing the life cycle of a plant or animal when given a set of pictures.
LS1 (K-4) SAE-2. Identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space).
LS1 (K-2)-2. Students demonstrate understanding of structure and function-survival requirements by...
2a. Observing that plants need water, air, food, and light to grow; observing that animals need water, air, food and shelter to grow.
LS1 (K-4)-INQ+POC-1. Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike.
LS1 (K-2)-1. Students demonstrate an understanding of classification of organisms by...
1a. Distinguishing between living and non-living things.
1c. Observing and recording the external features that make up living things (e.g. roots, stems, leaves, flowers, legs, antennae, tail, shell).
RI.LS2. Life Science: Matter cycles and energy flows through an ecosystem.
LS2 (K-4) SAE-5. Recognize that energy is needed for all organisms to stay alive and grow or identify where a plant or animal gets its energy.
LS2 (K-2)-5. Students demonstrate an understanding of energy flow in an ecosystem by...
5a. Caring for plants and/or animals by identifying and providing for their needs; experimenting with a plant's growth under different conditions, including light and no light.
LS2 (K-4) SAE-6. Describe ways plants and animals depend on each other (e.g., shelter, nesting, food).
LS2 (K-2)-6. Students demonstrate an understanding of food webs in an ecosystem by...
6a. Acting out or constructing simple diagrams (pictures or words) that shows a simple food web.
6b. Using information about a simple food web to determine how basic needs (e.g. shelter and water) are met by the habitat/environment.
RI.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
LS4 (K-4) FAF-8. Identify what the physical structures of humans do (e.g., sense organs-eyes, ears, skin, etc.) or compare physical structures of humans to similar structures of animals.
LS4 (K-2)-8. Students demonstrate an understanding of human body systems by...
8a. Identifying the five senses and using senses to identify objects in the environment.
8b. Observing, identifying, and recording external features of humans and other animals.
8c. Identifying the senses needed to meet survival needs for a given situation.
RI.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance).
PS1 (K-4) INQ-1. Collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility).
PS1 (K-2)-1. Students demonstrate an understanding of characteristic properties of matter by...
1a. Identifying, comparing, and sorting objects by similar or different physical properties (e.g., size, shape, color, texture, smell, weight).
1b. Recording observations/data about physical properties.
PS1 (K-4) POC-2. Make a prediction about what might happen to the state of common materials when heated or cooled or categorize materials as solid, liquid, or gas.
PS1 (K-2)-2. Students demonstrate an understanding of states of matter by...
2a. Describing properties of solids and liquids.
2b. Identifying and comparing solids and liquids.
2c. Making logical predictions about the changes in the state of matter when adding or taking away heat (e.g., ice melting, water freezing).
PS1 (K-4) SAE-3. Use measures of weight (data) to demonstrate that the whole equals the sum of its parts.
PS1 (K-2)-3. Students demonstrate an understanding of conservation of matter by...
3a. Using simple tools (e.g. balance scale, see-saw) to explore the property of weight.
RI.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.
PS2 (K-4) SAE-4. Given a specific example or illustration (e.g., simple closed circuit, rubbing hands together), predict the observable effects of energy (i.e., light bulb lights, a bell rings, hands warm up (e.g., a test item might ask, 'what will happen when...?').
PS2 (K-2)-4. Students demonstrate an understanding of energy by...
4a. Describing observable effects of light using a variety of light sources.
4b. Experimenting and describe how vibrating objects make sound (e.g., guitar strings, seeing salt bounce on a drum skin).
RI.PS3. Physical Science: The motion of an object is affected by forces.
PS3 (K-4) INQ+ SAE-8. Use observations of magnets in relation to other objects to describe the properties of magnetism (i.e., attract or repel certain objects or has no effect)
PS3 (K-2)-8. Students demonstrate an understanding of (magnetic) force by...
8a. Observing and sorting objects that are and are not attracted to magnets.
PS3 (K-4)-INQ+SAE-7. Use data to predict how a change in force (greater/less) might affect the position, direction of motion, or speed of an object (e.g., ramps and balls).
PS3 (K-2)-7. Students demonstrate an understanding of motion by...
7a. Showing how pushing/pulling moves or does not move an object.
7b. Predicting the direction an object will or will not move if a force is applied to it.
7c. Showing that different objects fall to earth unless something is holding them up.
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