South Carolina Standards & Learning 1st Grade Science Activities

SC.1.S. SCIENCE AND ENGINEERING PRACTICES

1.S.1. The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

1.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

Students who demonstrate this understanding can:

1.S.1A.3. With teacher guidance, conduct structured investigations to answer scientific questions, test predictions and develop explanations: (1) predict possible outcomes, (2) identify materials and follow procedures, (3) use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

1.S.1A.5. Use mathematical and computational thinking to (1) recognize and express quantitative observations, (2) collect and analyze data, or (3) understand patterns and relationships.

1.S.1A.6. Construct explanations of phenomena using (1) student-generated observations and measurements, (2) results of scientific investigations, or (3) data communicated in graphs, tables, or diagrams.

1.S.1A.8. Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions about the natural world, (2) understand phenomena, (3) develop models, or (4) support explanations. Communicate observations and explanations clearly through oral and written language.

SC.1.P. PHYSICAL SCIENCE: EXPLORING LIGHT AND SHADOWS

1.P.2. The student will demonstrate an understanding of the properties of light and how shadows are formed.

1.P.2A. Conceptual Understanding: Objects can only be seen when light shines on them. Some materials allow light to pass through them; others allow only some light to pass through; and some do not allow any light to pass through and will create a shadow of the object. Technology such as mirrors can change the direction of a beam of light.

Students who demonstrate this understanding can:

1.P.2A.1. Obtain and communicate information to describe how light is required to make objects visible.

SC.1.E. EARTH SCIENCE: EXPLORING THE SUN AND MOON

1.E.3. The student will demonstrate an understanding of the patterns of the Sun and the Moon and the Sun’s effect on Earth.

1.E.3A. Conceptual Understanding: Objects in the sky move in predictable patterns. Some objects are better seen in the day sky and some are better seen in the night sky. The Sun is a star that provides heat and light energy for Earth.

Students who demonstrate this understanding can:

1. E.3A.1. Use, analyze, and interpret data from observations to describe and predict seasonal patterns of sunrise and sunset.

1.E.3A.2. Use data from personal observations to describe, predict, and develop models to exemplify how the appearance of the moon changes over time in a predictable pattern.

SC.1.E. EARTH SCIENCE: EARTH’S NATURAL RESOURCES

1.E.4. The student will demonstrate an understanding of the properties and uses of Earth’s natural resources.

1.E.4A. Conceptual Understanding: Earth is made of different materials, including rocks, sand, soil, and water. An Earth material is a resource that comes from Earth. Earth materials can be classified by their observable properties.

Students who demonstrate this understanding can:

1.E.4A.1. Analyze and interpret data from observations and measurements to compare the properties of Earth materials (including rocks, soils, sand, and water).

1.E.4B. Conceptual Understanding: Natural resources are things that people use that come from Earth (such as land, water, air, and trees). Natural resources can be conserved.

Students who demonstrate this understanding can:

1.E.4B.1. Obtain and communicate information to summarize how natural resources are used in different ways (such as soil and water to grow plants; rocks to make roads, walls, or buildings; or sand to make glass).

1.E.4B.2. Obtain and communicate information to explain ways natural resources can be conserved (such as reducing trash through reuse, recycling, or replanting trees).

SC.1.L. LIFE SCIENCE: PLANTS AND THEIR ENVIRONMENTS

1.L.5. The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments.

1.L.5A. Conceptual Understanding: Plants have specific structures that help them survive, grow, and produce more plants. Plants have predictable characteristics at different stages of development.

Students who demonstrate this understanding can:

1.L.5A.1. Obtain and communicate information to construct explanations for how different plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive, grow, and produce more plants.

1.L.5A.2. Construct explanations of the stages of development of a flowering plant as it grows from a seed using observations and measurements.

1.L.5B. Conceptual Understanding: Plants have basic needs that provide energy in order to grow and be healthy. Each plant has a specific environment where it can thrive. There are distinct environments in the world that support different types of plants. These environments can change slowly or quickly. Plants respond to these changes in different ways.

Students who demonstrate this understanding can:

1.L.5B.1. Conduct structured investigations to answer questions about what plants need to live and grow (including air, water, sunlight, minerals, and space).