First Grade
NGSS
August/September
(Social Studies Units Weeks 1-6)
September/October/November (Weeks 7-13)
1-LS3-1: Make observations to construct an evidence-based
account that young plants and animals are like, but not
exactly like, their parents.
 I can describe the life cycle of a plant and how new plants are
created.
 I can compare and contrast given plants to their plant
“parents.”
 I can discuss the fact that children look similar to their
parents and that animal babies are the same color/breed as their
parents (A frog cannot have a turtle for a baby).
 I can compare/contrast given animals to their parent animals.
 I can describe features that are hereditary and those that are
not. (Ex: Brown hair is hereditary, but having long hair is not a
hereditary trait.
1-LS1-2: Read texts and use media to determine patterns in
behavior of parents and offspring that help offspring
survive.
 I can list universal needs of all animals (food, water, etc.)
 I can list ways that animals demonstrate that they are needing
something from their parent (crying, cheeping, etc.)
 I can read texts about animals and how they care for their
offspring.
 I can view multimedia resources about animals and how they
care for their offspring.
 I can compare and contrast various animals based on the way
they respond to the needs of their offspring.
*This will be revisited in the spring
November
*First week we will continue and finish the animal unit.
(Social Studies Units)
December
(Social Studies Units)
January
1-PS4-1 Plan and conduct investigations to provide evidence
that vibrating materials can make sound and that sound can
make materials vibrate.
 I can plan and conduct an investigation to make sound with
objects.
 I can show that sound can make objects vibrate.
 I can use the data from the investigation to describe how
objects make sound.
1-PS4-2 Make observations to construct an evidence-based
account that objects can only be seen when illuminated.
 I can explain why objects are more visible when illuminated.
1-PS4-3 Plan and conduct an investigation to determine the
effect of placing objects made with different materials in the
path of a beam of light.
 I can identify a translucent object.
 I can identify a transparent object.
 I can identify an opaque object.
 I can identify a reflective object.
 I can explain the effect that an object (translucent,
transparent, opaque, or reflective) has on a beam of light.
 I can plan and complete an investigation to determine the
effect different objects have on a path 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.
 I can tell ways people communicate over long distances, both
past and present.
 I can create a tool using light or sound that would allow
people to communicate over long distances.
February
(Social Studies Units)
March
1-ESS1-1 Use observations of the sun, moon, and stars to
describe patterns that can be predicted.
 I can describe the patterns of the sun, moon, and starts.
 I can use patterns observed to describe the movement of the
sun and the patterns of the stars.
 I can discuss the movement of the sun and the patterns of the
stars.
 I can present drawings from a journal and discuss the various
patterns and cycles.
1-ESS1-2 Make observations at different times of year to
relate the amount of daylight to the time of year.
 I can observe the amount of daylight at different times of the
year.
 I can record sunrise/sunset at various times throughout
fall/winter and winter/spring.
 I can chart the average number of daylight hours on a fall day
versus a spring day (summer vs. winter).
April
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.
 I can identify external parts of a plant and each part’s
purpose.
 I can identify external parts of an animal and each part’s
purpose.
 I can explain how each external part of an animal or plant
serves its purpose.
 I can list problems humans face that could be solved by
mimicking plants or animals.
 I can design a solution for a given human problem by
mimicking what plants or animals do to solve the problem.
May