Science: 1st grade
2009 Essential Standards
Objective
Strand
Essential Standard
Timeline/Pacing
Understand how forces
(pushes or pulls) affect the
motion of an object.
4th quarter
1.P.1.1
Explain the importance
of a push or pull to
changing the motion of
an object.
Explain how some forces
(pushes and pulls)
can be used to make
things move without
touching them, such as
magnets.
EQ- How do forces help you learn about
the world around you?
Assessments
1.P.1.2
Products- illustrations, data log, reflection
log, charts, graphs
1.P.1.1
Identify the forces.
LT-I can tell a force is a push or pull.
A. push and pull
LT- I can tell three ways a force moves an
B. magnet and poles
object.
C. attract and repel
LT- I can show ways a force moves or
D. motion and balance
stops objects.
Vocab- force, push, pull, motion
List examples of pushes and pulls that you
Verbs-explain, model, illustrate, identify use.
list, classify, categorize
Science Text Unit F Chapter 11
1.P.1.2
LT- I can use magnets to move objects
without touching them. (F26-27)
LT- I can show how magnets push (repel)
or pull (attract) each other. (F28-31)
Vocab- magnets, exert, poles, attract, repel
Verbs- explain, experiment, manipulate,
discuss, hypothesize, predict, discover
Science text Unit F Chapter 12
Predict the effect of a given
force on the motion of an
object, including balanced
forces.
1.P.1.3
LT- I can show how more or less force
moves an object.
LT- I can guess whether a balance will go
up or down.
Vocab.- motion, balance, position, weight
Verbs- predict, hypothesize, discuss,
discover, report, decide
1.P.1.3
Physical Science: Forces in
Motion
Resources
Text of Clarifying
objective
Science Text Unit F Chapter 11
Recognize the features and
patterns of the earth/moon/sun
system as observed from
Earth.
Recognize differences in
the features of the day and
night sky and apparent
movement of objects across
the sky as observed from
Earth.
3rd quarter
EQ- How does an understanding of
patterns during the days and nights affect
your daily lives?
1.E.1.1
Illustrate how the moon changes in a
LT- I can tell how day and night skies are pattern.
different.
LT- I can tell how the sun, moon and stars Identify the objects that would be in a
move.
night sky.
LT- I can tell how stars are different.
A. sun
B. moon and stars
Vocab- brightness, color, sun, moon, star,
C. plants
night, day, patterns
Verbs- describe, recognize, observe,
illustrate, compare, contrast
1.E.1.1
Science Text Unit C Chapter 5
Recognize patterns of
observable changes in the
Moon’s appearance from
day to day.
1.E.1.2
LT- I can show how the moon changes in a
pattern.
Vocab.-moon, pattern,
Verbs- observe, recognize, infer, predict
1.E.1.2
Science Text Unit C Chapter 5
Earth Science: Earth in the Universe
Products- observation log, illustration,
photographs, diorama,
Understand the physical
properties of Earth materials
that make them useful in
different
ways.
Summarize the physical
properties of Earth
materials, including rocks,
minerals, soils, and water,
that make them useful in
different
ways.
2nd quarter
EQ- How do we identify and use earth
materials in our every day lives?
1.E.2.1
Explain how you use earth materials in
LT- I can name and describe three different your life.
Earth materials.
LT- I can tell how Earth materials are used. Recall which type of soil is best for
LT- I can tell how earth materials help
plants.
plants and animals.
A. topsoil
B. clay
Vocab- earth materials, rocks, soil, water, C. sand
matter ( solids, liquids) properties (float,
sink, texture, flexibility, weight)
Verbs- summarize, observe, compare,
contrast, classify, categorize, match, list,
evaluate
1.E.2.1
1.E.2.2
Earth Science: Earth Systems, Structures and Processes
Science Text Unit D Chapter 7
Compare the properties of
soil samples from
different places relating
their capacity to retain
water, nourish and support
the growth of certain plants.
Products- group discussion, graphic
organizers, illustrations, report,
1.E.2.2
LT- I can name and describe different types
of soil.
Vocab- soil (topsoil, clay, sand)
Verbs- compare, sort, classify, categorize,
observe, identify
Science Text Unit D Chapter 7
Understand characteristics of
various environments and
behaviors of humans that
enable plants and animals to
survive.
Recognize that plants and
animals need air,
water, light (plants only),
space, food and shelter and
that these may be found in
their environment.
EQ- How does identifying characteristics
of various environments and human
behaviors help us understand plant and
animal survival?
Products- self- evaluation,
recommendation, illustrate, graphic
organizers,
1.L.1.1
LT- I can tell what plants need to live.(air,
water, light, space))
LT- I can tell what animals need to live.
(air, water, space, food, shelter)
Vocab- air, water, light, space, food,
shelter, waste disposal,
environment, living, nonliving
Verbs- recognize, list, experiment,
discover, observe
Which living thing matches its
environment?
A. shark and desert
B. raccoon and forest
C. elk and ocean
Science Text Unit A Chapter 2 Lesson 3
1.L.1.1
1.L.1.2
1.L.1.3
Life Science: Ecosystems
1st quarter
Give examples of how the
needs of different plants
and animals can be met by
their
environments in North
Carolina or different places
throughout the world.
1.L.1.2
LT- I can sort living things into their
environments.
Vocab- food, water, air, waste removal,
range of temperatures, organisms,
environment, support, seashore/coast,
piedmont, mountains
Verbs- give examples, sort, classify,
categorize, compare, contrast, infer
Science Text Unit B Chapter 4 Lesson 6
Summarize ways that
humans protect their
environment and/or
improve conditions for the
growth of the plants and
animals that live there.
(e.g., reuse or recycle
products to avoid littering.)
1.L.1.3
LT- I can tell ways people change the
environment.
LT- I can tell ways to make the
environment better.
Vocab- detrimental, beneficial, depend,
natural and constructed environment,
protection, materials, recycle, reuse,
littering ,
Verbs- summarize, evaluate, judge,
recommend, decide
Science Text Unit D Chapter 8
Generate a plan to take care of a living
thing.
1st quarter
EQ- How does the relationship between
plants and animals help us understand our
world?
1.L.2.1
LT- I can tell what a plant needs to grow.
(water, nutrients, light)
LT- I can tell how a plant makes energy.
(nutrients and light)
1.L.2.1
Vocab.- living, energy, water, nutrients,
light, growth
Verbs- summarize, list, discover,
experiment, record,
Science Text Unit A Chapter 2 Lesson 8
Summarize the basic needs
of a variety of different
animals (including air,
water, and food) for energy
and growth.
1.L.2.2
LT- I can tell what animals need to grow.
LT- I can tell what animals use for energy.
Vocab.- living, energy, energy
source, air, water, depend, directly,
indirectly
Verbs- summarize, list, identify
Science Text Unit B Chapter 3
Lesson 1 and 4
1.L.2.2
Life
Science:
Summarize the needs of living
organisms for energy and
growth.
Summarize the basic needs
of a variety of different
plants (including air, water,
nutrients, and light) for
energy and growth.
Products- food chain, graphic organizer,
data log
Explain how plants and animals help
each other.
Choose the missing part of the food
chain.
________, rabbit, fox
A. elephant
B. mouse
C. plants