Washington Standards 1st Grade Science Activities
Printable First Grade Science Worksheets and Study Guides.
Pushing, Moving, Pulling Kindergarten Science Matter Kindergarten Science All About Plants Kindergarten Science Our Earth Kindergarten Science Pushing, Moving, Pulling Kindergarten Science Me and My Family Kindergarten Science
WA.2. Inquiry (INQ)
K-1.INQ. Making Observations: Students learn that scientific investigations involve trying to answer questions by making observations or trying things out, rather than just asking an adult. Children are naturally curious about nearly everything-butterflies and clouds, and why the Moon seems to follow them at night. The essence of this standard is to channel students' natural curiosity about the world, so that they become better questioners, observers, and thinkers, laying the groundwork for increasing understanding and abilities in science inquiry in the years to come.
K-1.INQA. Question and Investigate: Students know that scientific investigations involve asking and trying to answer a question about the natural world by making and recording observations.
K-1.INQA.3. Students are expected to observe patterns and relationships in the natural world, and record observations in a table or picture graph.
K-1.INQC. Explain and Infer: Students know that scientists develop explanations using recorded observations (evidence).
K-1.INQC.1. Students are expected to describe patterns of data recorded, using tallies, tables, picture graphs, or bar-type graphs.
WA.3. Application (APP)
K-1.APP. Tools and Materials: Students learn to use simple tools (e.g., pencils, scissors) and materials (e.g., paper, tape, glue, and cardboard) to solve problems in creative ways. Though students have a natural inclination to use tools and materials to make things, guidance is required to channel these interests into solving a practical problem. Although students are not expected to make a distinction between science and technology at this age, they can and should develop the idea that tools and materials can be used to solve problems, and that many problems can have more than one solution.
K-1.APPA. Students know that common tools can be used to solve problems.
K-1.APPA.1. Students are expected to use simple tools and materials to solve a simple problem (e.g., make a paper or cardboard box to hold seeds so they won't get lost).
K-1.APPD. Students know that counting, classifying, and measuring can sometimes be helpful in solving a problem.
K-1.APPD.1. Students are expected to apply the abilities of counting, measuring, and classifying to solving a problem (e.g., Is that enclosure big enough for a pet to stand up in? What types of food can it eat? How much food should I put into the enclosure for my pet?).
WA.4. Earth and Space Science
ES1. Earth in Space
K-1.ES1. Observing the Sun and Moon: Students learn that objects they see in the sky, such as clouds and birds, change from minute to minute, while other things, such as apparent movement of the Sun and Moon, follow patterns if observed carefully over time. The Moon can sometimes be seen during the day and sometimes at night, and its shape appears to change gradually during the month. The study of the sky can help young children realize that they can find patterns in the world through their own observations.
K-1.ES1A. Students know that 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.K-1.ES1A.1. Students are expected to 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).
K-1.ES1B. Students know that the position of the Sun in the sky appears to change during the day.K-1.ES1B.2. Students are expected to compare the position of the Sun in the sky in the morning with its position in the sky at midday and in the afternoon.
K-1.ES1C. Students know that the Moon can be seen sometimes during the day and sometimes during the night. The Moon appears to have different shapes on different days.K-1.ES1C.3. Students are expected to observe the Moon during different times of the day and month, and draw its apparent shape.
ES2. Earth Systems, Structures and Processes
K-1.ES2. Properties and Change: Students learn about Earth materials through their own observations. They learn to distinguish between natural materials and those that have been changed by people. They study natural substances such as rocks and soil, and find that these Earth materials are made up of smaller parts and different components. They learn to use common terms, such as hard, soft, dry, wet, heavy, and light, to describe what they see. These observations help students become familiar with the materials in the world around them in terms of properties and to think about how people use natural materials in various ways.
K-1.ES2C. Students know that some Earth objects are made of more than one material.K-1.ES2C.1. Students are expected to observe and describe objects made of more than one Earth material (e.g., certain rocks and soil).
WA.4. Life Science
LS1. Structures and Functions of Living Organisms
K-1.LS1. Plant and Animal Parts: Students learn that all living things have basic needs, and they meet those needs in various ways. Just as humans have external body parts that perform different functions to meet their needs, animals and plants also have body parts that perform different functions to meet their needs. A magnifier is a tool that reveals further details of plant and animal parts that are not easily seen with the unaided eye. Learning about the diverse needs of plants and animals and the various ways they meet their needs will help to prepare students to understand more detailed structures beginning at the 2-3 grade band.
K-1.LS1A. Students know that the human body is made up of various external parts.K-1.LS1A.1. Students are expected to identify the external parts of a human body (e.g., head, hands, feet, knees, and elbows).
K-1.LS1B. Students know that all plants and animals have various external parts.K-1.LS1B.1. Students are expected to 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. Students know that the parts of a plant or animal appear different under a magnifier compared with the unaided eye.K-1.LS1C.1. Students are expected to 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. Students know that different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place.K-1.LS1D.1. Students are expected to 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. Students know that animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water.K-1.LS1E.1. Students are expected to 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. Students know that most plants have roots to get water and leaves to gather sunlight.K-1.LS1F.1. Students are expected to explain that most plants get water from soil through their roots and that they gather light through their leaves.
K-1.LS2. Habitats: Students learn that all plants and animals live in and depend on habitats. Earth has many different habitats, and these different habitats support the life of many different plants and animals, including humans. People have the ability to make rapid changes in natural habitats and to keep a habitat healthy so that living conditions can be maintained.
K-1.LS2A. Students know that A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.K-1.LS2A.1. Students are expected to 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.LS2A. Students know that there are different kinds of natural areas, or habitats, where many different plants and animals live together.K-1.LS2A.1. Students are expected to 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.LS2C. Students know that humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there.K-1.LS2C.1. Students are expected to 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).K-1.LS2C.2. Students are expected to 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).
LS3. Biological Evolution
K-1.LS3. Classifying Plants and Animals: Students learn that some objects are alive and others are not, and that many living things are classified as either plants or animals based on observable features and behaviors. Plants and animals are further classified into smaller groups such as insects and trees. Even these groups can be further subdivided. Classification provides a way to organize and find patterns in the amazing diversity of plants, animals, and the nonliving environment.
K-1.LS3A. Students know that some things are alive and others are not.K-1.LS3A.1. Students are expected to use logical rules to sort objects into two groups, those that are alive and those that are not.
K-1.LS3C. Students know that external features of animals and plants are used to classify them into groups.K-1.LS3C.1. Students are expected to describe several external features and behaviors of animals that can be used to classify them (e.g., size, color, shape of body parts).K-1.LS3C.3. Students are expected to 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).
WA.4. Physical Science
PS1. Force and Motion
K-1.PS1. Push-Pull and Position: Students learn how to describe the position and motion of objects and the effects of forces on objects. Students start by describing the position of one object with respect to another object (e.g., in front, behind, above, and below) and then describe motion as a change in position. Forces are introduced as pushes and pulls that can change the motion of objects, and students learn through observation that various forces act through contact while others act from a distance (without touching the object). These basic concepts about forces and motion provide a foundation for learning to quantify motion in later years.
K-1.PS1B. Students know that motion is defined as a change in position over time.K-1.PS1B.1. Students are expected to 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. Students know that 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.K-1.PS1C.1. Students are expected to respond to a request to move an object (e.g., toy wagon, doll, or book) by pushing or pulling it.K-1.PS1C.2. Students are expected to when asked to move the object farther, respond by pushing or pulling it more strongly.K-1.PS1C.3. Students are expected to explain that a push or a pull is a force.
K-1.PS1D. Students know that some forces act by touching and other forces can act without touching.K-1.PS1D.1. Students are expected to 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).
PS2. Matter: Properties and Change
K-1.PS2. Liquids and Solids: Students learn about the properties of liquids and solids. When a liquid is poured into a container, it takes the shape of the part of the container that it occupies. Cooling a liquid can turn the liquid into a solid (e.g., water to ice). When it becomes a solid it assumes the shape of the container and retains that shape, even when removed from the container. These observations about the properties of materials and how numerous materials can change from liquid to solid and back again begin to build an understanding of matter and its transformations that will be formalized as states of matter during the grade 2-3 band.
K-1.PS2A. Students know that liquids take the shape of the part of the container they occupy.K-1.PS2A.1. Students are expected to predict the shape that water will take in a variety of different containers.
K-1.PS2B. Students know that solids retain their shape regardless of the container they are in.K-1.PS2B.1. Students are expected to 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).K-1.PS2B.2. Students are expected, to given several substances, sort them into those that are liquid and those that are solid.
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