Science, Grade 1
1st Nine Weeks :: The student is expected to...
• DSISD Health TEKS Responsibility Chart
• Scientific Process
• Academic Vocabulary
• Objects, Observe, Investigate, Force, Motion, Energy, Heat, Sound, Temperature, Magnet, Push, Pull.
• Weeks 1-2 Lab Safety & Science Notebooks
• Essential Questions
• What should I do to be safe during science experiments?
• Why is safety important?
• What does a scientist do?
• TEKS
• recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and
outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.[1A]
• recognize the importance of safe practices to keep self and others safe and healthy.[1B]
• collect data and make observations using simple equipment such as hand lenses, primary balances, and
non-standard measurement tools.[2C]
• record and organize data using pictures, numbers, and words.[2D]
• communicate observations and provide reasons for explanations using student-generated data from simple
descriptive investigations.[2E]
• describe what scientists do.[3C]
• Weeks 3 - 5 Earth and Space (weather)
• Essential Questions
• What changes did I observe in the night sky?
• How does understanding weather patterns help me make choices about clothing, activities, and transportation?
• TEKS
• make predictions based on observable patterns.[3B]
• collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups,
bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers;
non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom
demonstration thermometers and wind socks. materials to support observations of habitats of organisms such as
aquariums and terrariums.[4A]
• record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy,
and rainy or icy.[8A]
• observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars,
including the Sun.[8B]
• identify characteristics of the seasons of the year and day and night.[8C]
• demonstrate that air is all around us and observe that wind is moving air.[8D]
• Weeks 6 - 8 Matter and Energy
• Essential Questions
• Why is it important to identify and predict the changes in materials caused by heating and cooling?
• How do properties help me to compare, classify and use objects?
• TEKS
• classify objects by observable properties of the materials from which they are made such as larger and smaller,
heavier and lighter, shape, color, and texture.[5A]
• predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and
water evaporating.[5B]
2nd Nine Weeks :: The student is expected to...
• Academic Vocabulary
Science, Grade 1
• Texture, Sort, Unit.
• Weeks 9 - 11 Force, Motion, and Energy
• Essential Question
• How are light, heat, and sound energy important in my everyday life?
• TEKS
• identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life.
[6A]
• Weeks 12-16 Force, Motion, and Energy
• Essential Question
• Why is it important to understand what makes objects move and how they move?
• TEKS
• plan and conduct simple descriptive investigations such as ways objects move.[2B]
• collect data and make observations using simple equipment such as hand lenses, primary balances, and
non-standard measurement tools.[2C]
• record and organize data using pictures, numbers, and words.[2D]
• communicate observations and provide reasons for explanations using student-generated data from simple
descriptive investigations.[2E]
• predict and describe how a magnet can be used to push or pull an object.[6B]
• describe the change in the location of an object such as closer to, nearer to, and farther from.[6C]
• 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.[6D]
3rd Nine Weeks :: The student is expected to...
• Academic Vocabulary
• Ocean, Lake, Stream, Interdependence, Natural Resources, Similar.
• Weeks 17-19 Earth & Space: Rocks & Soil
• Essential Questions
• How are rocks, soil, and water useful to me?
• Why is it important to understand the components of soil?
• TEKS
• measure and compare organisms and objects using non-standard units.[4B]
• observe, compare, describe, and sort components of soil by size, texture, and color.[7A]
• gather evidence of how rocks, soil, and water help to make useful products.[7C]
• Week 20-21 Earth & Space: Water
• Essential Questions
• Why is it important to know the natural sources of water?
• How are rocks, soil, and water useful to me?
• TEKS
• identify and describe a variety of natural sources of water, including streams, lakes, and oceans.[7B]
• gather evidence of how rocks, soil, and water help to make useful products.[7C]
• Weeks 22-26 Organisms & Environment: Living/Nonliving
• Essential Questions
• How do living things depend on each other?
• How do I know something is living?
• TEKS
• sort and classify living and nonliving things based upon whether or not they have basic needs and produce
offspring.[9A]
Science, Grade 1
• analyze and record examples of interdependence found in various situations such as terrariums and aquariums
or pet and caregiver.[9B]
• gather evidence of interdependence among living organisms such as energy transfer through food chains and
animals using plants for shelter.[9C]
4th Nine Weeks :: The student is expected to...
• Academic Vocabulary
• Food Chains, Life Cycles, Systems, Structure.
• Weeks 27-30 Organisms and Environment: Plants
• Essential Questions
• How can the parts look different from plant to plant?
• What parts do all plants have in common?
• TEKS
• measure and compare organisms and objects using non-standard units.[4B]
• identify and compare the parts of plants.[10B]
• Week 31 Earth Day
• Essential Question
• Why is it important to conserve resources and to recycle?
• TEKS
• identify and learn how to use natural resources and materials, including conservation and reuse or recycling of
paper, plastic, and metals.[1C]
• Weeks 32-36 Organisms and Environments: Animals
• Essential Questions
• How are the external characteristics of animals related to where it lives, how it moves, and what it eats?
• How does an animal change during its life cycle?
• How do young animals resemble their parents?
• TEKS
• ask questions about organisms, objects, and events observed in the natural world.[2A]
• identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own
words.[3A]
• gather evidence of interdependence among living organisms such as energy transfer through food chains and
animals using plants for shelter. [9C]
• investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it
eats.[10A]
• compare ways that young animals resemble their parents.[10C]
• observe and record life cycles of animals such as a chicken, frog, or fish.[10D]
Health Education, Grade 1 :: The student is expected to...
• Teacher Health TEKS
• describe activities that are provided by health care professionals such as medical check-up and dental exams.
[1B]
• describe how decisions can be reached and problems can be solved.[3B]
• explain the importance of goal setting and task completion.[3C]
• identify and demonstrate use of the five senses.[4A]
• identify major body structures and organs and describes their basic functions.[4B]
• list ways health information can be used such as knowing how to brush teeth properly.[5B]
• identify examples of health information provided by various media.[6A]
• cite examples of how media and technology can affect behaviors such as television, computers, and video
games.[6B]
Science, Grade 1
• name types of germs that cause illness and disease.[7A]
• identify common illnesses and diseases and their symptoms.[7B]
• name various members of his/her family who help them to promote and practice health habits.[8A]
• describe ways in which a person's health may be affected by weather and pollution.[8B]
• Counselors
• describe and practice activities that enhance individual health such as enough sleep, nutrition, and exercise.[1A]
• identify and use protective equipment to prevent injury.[2A]
• name safe play environments.[2B]
• explain the harmful effects of, and how to avoid, alcohol, tobacco, and other drugs.[2C]
• identify ways to avoid weapons and drugs or harming oneself or another person by staying away from
dangerous situations and reporting to an adult.[2D]
• identify safety rules that help to prevent poisoning.[2E]
• identify and describe safe bicycle skills.[2F]
• identify and practice safety rules during play.[2G]
• identify how to get help from a parent and/or trusted adult when made to feel uncomfortable or unsafe by
another person/adult.[2H]
• explain ways to seek the help of parents/guardians and other trusted adults in making decisions and solving
problems.[3A]
• identify and apply principles of good posture for healthy growth and development.[4C]
• identify people who can provide helpful health information such as parents, teachers, nurses, and physicians.
[5A]
• explain common practices that control the way germs are spread.[7C]
• demonstrate respectful communication.[9A]
• list unique ways that individuals use to communicate such as using body language and gestures.[9B]
• express needs, wants, and emotions in appropriate ways.[9C]
• describe and practice techniques of self-control such as thinking before acting.[9D]
• describe ways to build and maintain friendships.[10A]
• practice refusal skills to avoid and resolve conflicts.[10B]
Science, Grade 1
Science, Grade 1
Science, Grade 1
Science, Grade 1