Next Generation Science Standards Lessons Alignment - Grade 1

Physical Sciences

1-PS4 Waves and Their Applications in Technologies for Information Transfer
Next Generation Science Standards:

1‑PS4‑1.

 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
[Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

1‑PS4‑2.

 Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
[Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

1‑PS4‑3.

 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
[Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]

1‑PS4‑4.

 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*
[Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]

Knowing Science Lessons:

Lesson 10 – Good Vibrations! – The Science of Sound

The objectives for this lesson are:

  • Cite evidence that sound causes vibrations
  • Cite evidence that vibrations cause sound
  • Build a device that conducts sound
  • Collaborate with others in small group work

Lesson 11 – Light All Around

The objectives for this lesson are:

  • Cite evidence that objects can be seen only when illuminated
  • Explain that light is transmitted through rays or beams
  • Cite the effects of what happens when various materials are placed in the path of a light beam
  • Explain that objects reflect light
  • Explain one way we can prove that light travels in a straight line

 

Life Sciences

1-LS1 From Molecules to Organisms: Structures and Processes
Next Generation Science Standards:

1‑LS1‑1.

 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*
[Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

1‑LS1‑2.

 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
[Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]

Knowing Science Lessons:

Lesson 13 – The Circle of Life — Animal Life Cycles

The objectives for this lesson are:

  • Identify life cycle stages common to all living things (birth, growth, reproduction, death)
  • Describe, sequence, and compare life cycle stages of various organisms
  • Give examples of animals that grow from eggs or live birth
  • Explain the relationship of parents and offspring of various animals

Lesson 14 – Getting Together — Animals that Live in Groups

The objectives for this lesson are:

  • Identify general reasons for living in a group
  • Describe the basic group structure and function of wolves (pack), elephants (herd), dolphins and other fish (school), and honeybees (colony), including roles, communication, and caring for offspring

Lesson 16 – Inspired by Nature

The objectives for this lesson are:

  • Identify unique and specialized external structures that help plants and animals meet their basic needs for survival in their own particular habitat
  • Understand the concept of biomimicry and give examples of nature-inspired human technology
  • Use the engineering design process to create an original product, based on nature, to solve a human problem

 

1-LS3 Heredity: Inheritance and Variation of Traits
Next Generation Science Standards:

1‑LS3‑1.

 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
[Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]

1‑LS1‑2.

 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
[Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]

Knowing Science Lessons:

Lesson 13 – The Circle of Life — Animal Life Cycles

The objectives for this lesson are:

  • Identify life cycle stages common to all living things (birth, growth, reproduction, death)
  • Describe, sequence, and compare life cycle stages of various organisms
  • Give examples of animals that grow from eggs or live birth
  • Explain the relationship of parents and offspring of various animals

 

Earth and Space Sciences

1-ESS1 Earth's Place in the Universe
Next Generation Science Standards:

1‑ESS1‑1.

 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
[Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]

1‑ESS1‑2.

 Make observations at different times of year to relate the amount of daylight to the time of year.
[Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]

Knowing Science Lessons:

Lesson 20 – Seeing Patterns Around Us

The objectives for this lesson are:

  • Demonstrate the revolution of the Earth around the sun, using themselves or another object as a model
  • Demonstrate the Earth’s rotation using themselves or another object as a model
  • Explain that the sun rises in the east each day and sets in the west
  • Draw the path that the sun takes in the sky from sunrise to sunset
  • Describe that the Earth is tilted on its axis
  • Demonstrate how the moon revolves around the Earth
  • Explain that the moon rises in the east and set in the west
  • Identify the phases of the moon
  • Explain why we cannot see stars during the day

 

Engineering Design

K-2-ETS1 Engineering Design
Next Generation Science Standards:

K-2-ETS1‑1.

 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
 

K-2-ETS1‑2.

 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
 

K-2-ETS1‑3.

 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
 

Knowing Science Lessons:

Lesson 10 – From Clay to Cubes: Making a Product (Kindergarten)

The objectives for this lesson are:

  • Propose designs to make cubes from blocks of clay
  • Explain the pros and cons of several designs to produce clay cubes
  • Explain in their own words why engineers design processes that produce as much product (cubes or any other item) as possible from a particular material (yield) with as little waste as possible

Lesson 10 – Good Vibrations! – The Science of Sound (Grade 1)

The objectives for this lesson are:

  • Cite evidence that sound causes vibrations
  • Cite evidence that vibrations cause sound
  • Build a device that conducts sound
  • Collaborate with others in small group work

Lesson 16 – Inspired by Nature (Grade 1)

The objectives for this lesson are:

  • Identify unique and specialized external structures that help plants and animals meet their basic needs for survival in their own particular habitat
  • Understand the concept of biomimicry and give examples of nature-inspired human technology
  • Use the engineering design process to create an original product, based on nature, to solve a human problem

Lesson 8 – Measuring with a Double Pan Balance (Grade 2)

The objectives for this lesson are:

  • Use measuring cubes to balance an object and express the weight of an object in terms of the number of blocks required to balance it
  • Compare the weights of two objects by holding them and predicting which will require more blocks to balance it
  • Relate the activity to real world situations

Lesson 10 – Watching How a Calibrated Scale Works (Grade 2)

The objectives for this lesson are:

  • Describe in their own words what happens inside the scale when they weigh an object
  • Use standard metric weights to determine the meaning of the calibrations on the spring scale

Lesson 11 – Weighing with a Calibrated Scale (Grade 2)

The objectives for this lesson are:

  • Use customary weight as the unit of measurement (i.e., standard weight) to confirm the accuracy of the digital scale
  • Weigh objects on a digital scale and read the numbers that represent the weight
  • Relate the activity to real world situations

 

 

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