Grade 1 Science Wisconsin standards Standards

Earth and Space

Life

Physical

Order events in daily routine including sunrise and sunset.

Recognize patterns about length of daylight hours over time (e.g., week to week, month to month).

Target Level: Represent and interpret data on a picture, line, or bar graph to show seasonal patterns in the length of daylight hours.

Anticipates routine (e.g., clothes to wear, activities to do) to follow when it is raining.

Recognize how water (hydrosphere) affects people in a region (e.g., floods, droughts, mudslide, tourism, and recreation).

Target Level: Develop a model showing how water (hydrosphere) affects the living things (biosphere) found in a region.

Initial Level: Identify one way to protect a resource of Earth (e.g., put paper in the recycling bin).

Precursor Level: Compare two methods people can use to help protect the Earth's resources.

Target Level: Use information to describe how people can help protect the Earth's resources and how that affects the environment.

Initial Level: Distinguish things that grow from things that don’t grow.

Precursor Level: Provide evidence that plants grow.

Target Level: Provide evidence that plants need air and water to grow.

Initial Level: Identify common human foods.

Precursor Level: Identify a model that shows the movement of matter from plants to animals (e.g. food chain/food web).

Target Level: Create a model that shows the movement of matter (e.g., plant growth, eating, composting) through living things.

Initial Level: Recognize the change in state from liquid to solid or from solid to liquid of the same material.

Precursor Level: Compare the weight of an object before and after it changes from a liquid to a solid and from a solid to a liquid.

Target Level: Measure and compare weights of substances before and after heating, cooling, or mixing substances to show that weight of matter is conserved.

Initial Level: Match materials with similar physical properties.

Precursor Level: Classify materials by physical properties. (e.g., weight, shape, texture, buoyancy, color, or magnetism).

Target Level: Make observations and measurements to identify materials based on their properties (e.g., weight, shape, texture, buoyancy, color, or magnetism).

Initial Level: Recognize the direction an object will go when dropped.

Predict the direction an object will go when dropped.

Target Level: Demonstrate that the gravitational force exerted by Earth on objects is directed down.

Initial Level: Identify simple models that show that plants need sunlight to grow.

Precursor Level: Use models to describe that plants capture energy from sunlight.

Target Level: Create a model to describe that energy in animals' food was once energy from the Sun.

Earth's Place in the Universe

Earth and the Solar System

Earth's Systems

Earth Materials and Systems

Earth and Human Activity

Human Impacts on Earth Systems

From Molecules to Organisms: Structures and Processes

Organization for Matter and Energy Flow in Organisms

Ecosystems: Interactions, Energy, and Dynamics

Interdependent Relationships in Ecosystems

Matter and Its Interactions

Structure and Properties of Matter

Motion and Stability: Forces and Interactions

Types of Interactions

Energy

Energy in Chemical Processes and Everyday Life

Cross Cutting Concepts

Science and Engineering Practices

Engineering, Technology, and the Application of Science (ETS)

Earth and Space Science

Physical Science

Life Science

Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problem

Students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.

Students learn that events have causes that generate observable patterns. They design simple tests to gather evidence to support or refute their own ideas about causes.

Students use science and engineering practices, disciplinary core ideas, and an understanding of scale, proportion and quantity to make sense of phenomena and solve problems.

Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use standard units to measure length.

Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.

Students understand objects and organisms can be described in terms of their parts and that systems in the natural and designed world have parts that work together.

Students use science and engineering practices, disciplinary core ideas, and an understanding of energy and matter to make sense of phenomena and solve problems.

Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.

Students use science and engineering practices, disciplinary core ideas, and an understanding of structure and function to make sense of phenomena and solve problems.

Students observe the shape and stability of structures of natural and designed objects are related to their function(s).

Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.

Students observe some things stay the same while other things change, and things may change slowly or rapidly.

Students use science and engineering practices, cross-cutting concepts, and an understanding of Earth's place in the universe to make sense of phenomena and solve problems.

The Universe and Its Stars

Patterns of movement of the sun, moon, and stars, as seen from Earth, can be observed, described, and predicted.

Earth and the Solar System

Seasonal patterns of sunrise and sunset can be observed, described, and predicted.

The History of Planet Earth

Because there is more than one possible solution to a problem, it is useful to compare and test designs.

Some events on Earth occur very quickly; others can occur very slowly.

Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's systems to make sense of phenomena and solve problems.

Earth Materials and Systems

Wind and water change the shape of the land.

Plate Tectonics and Large-Scale System Interactions

Maps show where things are located. One can map the shapes and kinds of land and water in any area.

The Roles of Water in Earth's Surface Processes

Water is found in many types of places and in different forms on Earth.

Weather and Climate

Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time.

Biogeology

Plants and animals can change their local environment.

Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.

Natural Resources

Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Natural Hazards

In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather.

Human Impacts on Earth Systems

Things people do can affect the environment but they can make choices to reduce their impacts.

Students use science and engineering practices, cross-cutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems.

Defining and Delimiting Engineering Problems

A situation that people want to change or create can be approached as a problem to be solved through engineering.

Asking questions, making observations, and gathering information are helpful in thinking about problems.

Before beginning to design a solution, it is important to clearly understand the problem.

Developing Possible Solutions

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

Optimizing the Design Solution

Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.

Interdependence of Science, Engineering, and Technology

Science and engineering involve the use of tools to observe and measure things.

Influence of Engineering, Technology, and Science on Society and the Natural World

Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials.

Taking natural materials to make things impacts the environment.

Students use science and engineering practices, cross-cutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.

Science and Engineering Are Human Endeavors

People of diverse backgrounds can become scientists and engineers.

People have practiced science and engineering for a long time.

Creativity and imagination are important to science and engineering.

Science and Engineering Are Unique Ways of Thinking with Different Purposes

Scientists use evidence to explain the natural world.

Science assumes natural events happen today as they happened in the past.

Engineers solve problems to meet the needs of people and communities.

Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems

Science and engineers use many approaches to answer questions about the natural world and solve problems.

Scientific explanations are strengthened by being supported with evidence.

An engineering problem can have many solutions. The strength of a solution depends on how well it solves the problem.

Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problems.

Structure and Function

All organisms have external parts that they use to perform daily functions.

Growth and Development of Organisms

Parents and offspring often engage in behaviors that help the offspring survive.

Organization for Matter and Energy Flow in Organisms

Animals obtain food they need from plants or other animals. Plants need water and light.

Information Processing

Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive.

Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.

Interdependent Relationships in Ecosystems

Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around.

Students use science and engineering practices, crosscutting concepts, and an understanding of heredity to make sense of phenomena and solve problems.

Inheritance of Traits

Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind.

Variation of Traits

Individuals of the same kind of plant or animal are recognizable as similar, but can also vary in many ways.

Students use science and engineering practices, cross-cutting concepts, and an understanding of biological evolution to make sense of phenomena and solve problems.

Biodiversity and Humans

There are many different kinds of living things in any area, and they exist in different places on land and in water.

Students use science and engineering practices, crosscutting concepts, and an understanding of matter and its interactions to make sense of phenomena and solve problems.

Structures and Properties of Matter

Matter exists as different substances that have different observable properties. Different properties are suited to different purposes. Objects can be built up from smaller parts.

Chemical Reactions

Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.

Forces and Motion

Pushes and pulls can have different strengths and directions, and can change the speed or direction of an object's motion, or start or stop it.

A bigger push or pull makes things speed up or slow down more quickly.

Types of Interactions

When objects touch or collide, they push on one another and can result in a change of motion.

Students use science and engineering practices, cross-cutting concepts, and an understanding of energy to make sense of phenomena and solve problems.

Relationships Between Energy and Forces

Bigger pushes and pulls cause bigger changes in an object's motion or shape.

Energy in Chemical Processes and Everyday Life

Sunlight warms Earth's surface.

Students use science and engineering practices, cross-cutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.

Wave Properties

Sound can make matter vibrate, and vibrating matter can make sound.

Electromagnetic Radiation

Objects can be seen only when light is available to illuminate them.

Information Technologies and Instrumentation

People use devices to send and receive information.

Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Asking Questions

Students ask simple descriptive questions that can be tested. This includes the following:

Ask questions based on observations to find more information about the natural world.

Ask or identify questions that can be answered by an investigation.

Defining Problems

Students define simple problems that can be solved through the development of a new or improved object or tool.

Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Developing Models

Students use and develop models (i.e., diagrams, drawings, physical replicas, dioramas, dramatizations, or storyboards) that represent concrete events or design solutions. This includes the following:

Distinguish between a model and the actual object, process, or events the model represents.

Compare models to identify common features and differences.

Develop or use models to represent amounts, relationships, relative scales (bigger, smaller), and patterns in the natural and designed world(s).

Develop a simple model based on evidence to represent a proposed object or tool.

Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Planning and Conducting Investigations

Students plan and carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. This includes the following:

With guidance, plan and conduct an investigation in collaboration with peers (for K).

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

Evaluate different ways of observing and measuring a phenomenon to determine which way can answer the question being studied.

Make observations (firsthand or from media) and measurements to collect data that can be used to make comparisons.

Make observations (firsthand or from media) and measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.

Make predictions based on prior experiences.

Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Analyze and Interpret Data

Students collect, record, and share observations. This includes the following:

Record information (observations, thoughts, and ideas).

Use and share pictures, drawings, or writings of observations.

Use observations (firsthand or from media) to describe patterns or relationships in the natural and designed worlds in order to answer scientific questions and solve problems.

Compare predictions (based on prior experiences) to what occurred (observable events).

Analyze data from tests of an object or tool to determine if the object or tool works as intended.

Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Qualitative and Quantitative Data

Students recognize that mathematics can be used to describe the natural and designed world. This includes the following:

Use counting and numbers to identify and describe patterns in the natural and designed worlds.

Describe, measure, or compare quantitative attributes of different objects and display the data using simple graphs.

Use qualitative and/or quantitative data to compare two alternative solutions to a problem.

Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Construct an Explanation

Students use evidence and ideas in constructing evidence-based accounts of natural phenomena. This includes the following:

Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena.

Design Solutions

Students use evidence and ideas in designing solutions. This includes the following:

Use tools and materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

Generate and compare multiple solutions to a problem.

Students engage in argument from evidence, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Argue from Evidence

Students compare ideas and representations about the natural and designed world. This includes the following:

Identify arguments that are supported by evidence.

Distinguish between explanations that account for all gathered evidence and those that do not.

Analyze why some evidence is relevant to a scientific question and some is not.

Distinguish between opinions and evidence in one's own explanations.

Listen actively to arguments to indicate agreement or disagreement based on evidence, or to retell the main points of the argument.

Construct an argument with evidence to support a claim.

Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.

Students will obtain, evaluate and communicate information, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Obtain, Evaluate, and Communicate Information

Students use observations and texts to communicate new information. This includes the following:

Read developmentally-appropriate texts or use media to obtain scientific and technical information. Use the information to determine patterns in or evidence about the natural and designed worlds.

Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering scientific questions or supporting scientific claims.

Communicate information or design ideas and solutions with others in oral or written forms. Use models, drawings, writing, or numbers that provide detail about scientific ideas, practices, or design ideas.

HSF/Health Science Foundations

Academic Foundations in Health Science: Students will apply the academic subject matter required for proficiency within their area.

Relate the knowledge of structures to the functions of the human body.

Identify parts of the human body.

Name basic directional terms in relation to the human body.

Match individual organs to the correct body systems.

Identify diseases and disorders which affect the human body and related biomedical therapies.

Describe signs of illness.

Identify methods that promote recovery from human diseases and disorders.

Use appropriate mathematical tools as they apply to the practice of healthcare.

Demonstrate accurate measurement of length, volume, and mass of discrete objects.

Read information contained in diagrams, charts, graphs and tables.

Tell time using a 12-hour clock.

Use knowledge of life stages to interact effectively with patients, clients, and residents.

Identify life stages throughout develop.

Identify ways in which people grow and develop.

Identify basic human needs.

Technical Skills: Students will apply technical skills common to each health science career pathway, demonstrating skills and knowledge as appropriate.

Apply diagnostic procedures for measuring and recording vital signs including the normal ranges.

Identify the four main vital signs.

Explain why vital signs are routinely measured in healthcare settings.

Identify equipment used to measure vital signs.

Obtain training or certification in skills necessary to function as a healthcare professional.

Describe situations in which an emergency exists and identify sources of appropriate help.

Demonstrate correct steps for completing a 911 call.

Define and provide examples of technical skills used by healthcare professionals.

Apply standard precautions to prevent the spread of infection.

Identify when and how to wash hands.

Explain the importance of covering a cough.

Identify protective equipment used in health care settings.

Explain the relationship between germs and illness.

Apply health informatics skills to maintain accurate patient records.

Define the term medical record.

Identify data items found in a medical record.

Differentiate between fact and opinion.

Health Information Technology for Healthcare Applications: Students will use information technology applications required within all career specialties. They will demonstrate use as appropriate to healthcare applications.

Demonstrate Health Information Management knowledge and skills.

List questions asked when someone does not feel well.

Support privacy and confidentiality of health information.

Differentiate between personal information and public information.

Explain importance of keeping passwords private and logging off at end of session for healthcare workers.

Apply basic computer literacy skills to health science occupations.

Identify common computer hardware components and mobile devices used by healthcare professionals.

Use a mouse, touchpad screen and keyboard to interact with computer applications.

Locate information about patient care organized in a hierarchical outline structure.

Compare information from multiple sites to identify questionable medical information.

Identify times when it is inappropriate to access social media.

Communications within Healthcare Settings: Students will apply various methods of giving and obtaining health care information and communicate effectively both orally and in writing.

Apply the concepts of effective verbal and nonverbal communication in the healthcare industry.

Identify types of verbal and nonverbal communication used with patients.

Identify barriers to communication with patients and healthcare workers (i.e. body language, interrupting).

Discuss why knowing the difference between opinions vs. factual information is important when dealing with illness.

Identify the sender and the receiver in communication between a doctor and a patient.

List qualities of a good listener and speaker in healthcare scenarios.

Utilize medical terminology appropriate to a specific health science occupation.

Identify roots, prefixes and suffixes in words related to healthcare.

Find simple abbreviations used by medical professionals.

Describe illness or injury.

Develop written communication skills to meet healthcare industry standards.

Use correct spelling, grammar and punctuation writing medical stories.

Read charts of health information.

Systems in Healthcare: Students will illustrate how a healthcare worker's role fits into a department, an organization, and the overall healthcare environment, identifying how key systems influence services performed and quality of care.

Delineate elements and examples of healthcare delivery systems focusing on funding sources, organizational mission and purpose and types of facilities and services.

Identify healthcare facilities within their communities and tasks performed by people who work there.

Describe the responsibilities of consumers within the healthcare system (respect rights of healthcare workers and other patients, responsible healthcare habits, becoming an educated advocate for yourself).

Identify ways in which people appropriately use consumer healthcare.

Discuss common methods of payment for healthcare.

Recognize payment is made for exchange of health care services.

Employability Skills for Healthcare Workers: Students will demonstrate how employability skills enhance their employment opportunities and job satisfaction.

Demonstrate personal traits of healthcare professionals and positive work behaviors for retaining employment in the healthcare industry.

Describe clothing worn and hygiene behaviors of a variety of healthcare workers.

Identify traits of a good healthcare worker.

Demonstrate appropriate behavior in varied settings (i.e., classroom, home, clinics and hospitals).

Examine healthcare opportunities to develop a quality career plan.

Identify different kinds of medical jobs.

Describe jobs in healthcare.

Describe the difference between on-the-job training and formal education for a medical career.

Identify personal interests, skills and aptitudes that lead to success in healthcare careers.

Demonstrate skills related to seeking and applying for employment to find and obtain a healthcare job.

Name examples of sources for locating healthcare job openings.

Legal Responsibilities of Healthcare Providers: Students will identify the legal responsibilities, limitations and implications of actions within the healthcare delivery setting, performing duties according to regulations, policies, laws and legislated rights of clients.

Interpret and evaluate legal responsibilities and implications in a variety of healthcare settings.

Describe right and wrong in medical stories.

Recognize laws and legal responsibilities of citizens and healthcare workers.

Examine and assess standards for Health Insurance Portability and Accountability Act (HIPAA).

Identify circumstances that require privacy.

Determine situations in which sharing private information is necessary and/or beneficial.

Defend patient responsibilities and rights in the healthcare setting.

Differentiate between responsibilities and rights for self and medical workers.

Ethical Practices for Healthcare Environments: Students will apply accepted ethical practices with respect to cultural, social and ethic differences within the healthcare environment and perform quality healthcare delivery.

Develop practices within the school, community and healthcare setting that respect ethical boundaries.

Identify right from wrong in personal health.

Recognize that people have differing opinions, beliefs and feelings about healthcare.

Recognize appropriate boundaries for various roles (i.e., student, teacher, parent, doctor, nurse).

Demonstrate respect and appreciation for diversity of individuals within the healthcare setting.

Discuss ways in which medical patients are similar and different.

Demonstrate respectful behavior toward others in a healthcare setting.

Accept personal differences when interacting with others in school, home, community, or healthcare environments.

Safety within Healthcare Settings: Students will analyze the existing and potential hazards to clients, co-workers, and self, working to prevent injury or illness through safe work practices and follow health and safety policies and procedures.

Explain principles and practices of infection control in healthcare.

Describe how germs can make people ill.

Name body fluids that can carry germs.

Explain the importance of hand washing and cough/sneeze etiquette.

Describe personal safety procedures and equipment used in healthcare settings.

Identify personal safety equipment used in healthcare settings.

Analyze environmental safety practices within the healthcare setting.

Demonstrate safety techniques used in healthcare settings.

Discuss common safety hazards impacting the healthcare industry.

Recognize signs, symbols, and labels related to safety.

Identify hazardous materials and unsafe situations.

Examine emergency procedures and protocols within the healthcare setting.

Develop a fire prevention and safety practices plan for clinic and hospital.

Recognize when a medical emergency exists.

Teamwork Skills for Healthcare Workers: Students will identify the roles and responsibilities of individual members as part of the healthcare team, including their ability to promote the delivery of quality healthcare, interacting effectively and sensitively with all members of the healthcare team.

Identify roles and responsibilities of healthcare team members.

Describe what it means to belong to a group that protects and heals others.

Practice working as a team to help others.

Describe member roles of different teams.

Recognize characteristics of effective team relationships.

Recognize characteristics of a positive team working in the medical field.

Explain situations in which conflict occurs in healthcare settings.

Participate in team building activities.

Demonstrate leadership skills to accomplish organizational goals in a healthcare setting as well as a local HOSA chapter.

Identify leaders in the medical field.

Practice being a leader in classroom/school setting.

Health Maintenance Practices: Students will analyze the fundamentals of wellness and the prevention of disease processes, practicing preventive health behaviors among clients.

Apply health science concepts to identify behaviors that promote health and wellness.

Identify personal hygiene behaviors that promote health and wellness.

Identify food and physical activity choices that promote health and wellness.

Describe and apply strategies for the prevention of diseases including health screenings and examinations.

Demonstrate proper hand washing and personal etiquette as it relates to disease prevention.

Identify ways to prevent the spread of germs that cause infectious disease through food, water, air, blood and touch.

Analyze complementary (alternative) health practices as they relate to wellness and disease prevention.

Define alternative health practices.

Locate resources from home, school and community that provide valid health information.