UTAH STATE SEEd SCIENCE CORE: First Grade
Strand 1.2: THE NEEDS OF LIVING THINGS AND THEIR OFFSPRING
Living things (plants and animals, including humans) depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Plants and animals have external features that allow them to survive in a variety of environments. Young plants and animals are similar but not exactly like their parents. In many kinds of animals, parents and offspring engage in behaviors that help the offspring to survive.
Strand 1.3: LIGHT AND SOUND
Sound can make matter vibrate, and vibrating matter can make sound. Objects can only be seen when light is available to illuminate them. Some objects give off their own light. Some materials allow light to pass through them, others allow only some light to pass through them, and still others block light and create a dark shadow on the surface beyond them where the light cannot reach. Mirrors can be used to redirect light. People use a variety of devices that may include sound and light to communicate over long distances.
Strand 1.1: SEASONS AND SPACE PATTERNS
Seasonal patterns of motion of the Sun, Moon, and stars can be observed, described, and predicted. These patterns may vary depending on the region, location, or time of year.
Seasonal patterns of motion of the Sun, Moon, and stars can be observed, described, and predicted. These patterns may vary depending on the region, location, or time of year.
| Lesson Plans: | Synopsis: | Written by: |
 | 1.1.1 Star Wheels: Students create a star wheel to track the movement of stars and constellations across the night sky. (Print on cardstock and have someone else cut this out for the kids. This is the same star wheel that I use for older kids.) Includes northern hemisphere only. (find link for southern hemisphere below: Berkley, 2019.) | Uncle Al's Star Wheels (Berkeley) |
| Orbit Me! | Students experience the rotation and orbit of the Earth and moon on the playground as they 'travel in space' around the sun.
Includes worksheet and model in classroom
ideas. | 1.1.1/ EES1.A |
| Good Morning Moon | *when the moon is visible during daylight hours* Students observe and draw the moon during daytime. Or take home a chart to observe the moon at night. | 1.1.1/ EES1.A (Cross-cuts with Standard 1.3 Light) |
| Was it light or dark outside? | Data from various locations on Earth showing how much sunlight each place gets. (Sunrise/Sunset data from North Pole, South Pole, Equator, Norway, America and the Sahara desert.) Use this data to make a graph, talk about sunlight, compare different places on Earth etc. | 1.1.2/ ESS1.B |
| Seasonal Patterns of Light | Pages provided by NGSS for following light/dark patterns throughout the year. (Here is the separate: Teacher page) | 1.1.2/ ESS1.B |
| The Day I Met my Shadow | Read aloud children's book on Kids YouTube | 1.1.3/ ESS1.B, ETS1.A, ETS1.B, ETS1.C (Cross-cuts with Standard 1.3 Light) |
| Sundial Phenomena! |
At the beginning of the school day students
go outside and mark, with chalk on the sidewalk or on paper with a pencil, the position of a shadow. They discuss where the sun is in the sky. Students return later throughout the school day to re-mark the new position of the shadow, they discuss where the sun is now and compare it to earlier in the day. | 1.1.3/ ESS1.B, ETS1.A, ETS1.B, ETS1.C (Cross-cuts with Standard 1.3 Light) |
| Extra links for Strand: 1.1: | Astronomy for first graders (2020). https://lessonworksheets.com/concept/astronomy-for-1st-graders Berkley (2019). Uncle Al's Star Wheels. https://www.lawrencehallofscience.org/do_science_now /science_apps_and_activities/star_wheels NASA (2020). https://sunearthday.nasa.gov/2006/educators/lp_k5.php Storytime at Awnie's House (2020) https://www.youtube.com/channel/UCbqmj1hzxuAXsjk08k-KP6w Whitlock, L. (2018). Starchild. https://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html |
Strand 1.2: THE NEEDS OF LIVING THINGS AND THEIR OFFSPRING
Living things (plants and animals, including humans) depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Plants and animals have external features that allow them to survive in a variety of environments. Young plants and animals are similar but not exactly like their parents. In many kinds of animals, parents and offspring engage in behaviors that help the offspring to survive.
| Lesson Plan: | Synopsis: | Strand/NGSS: |
| Grow me! | A set of student run experiments testing the effects of sunlight and water on quickly growing bean plants. | 1.2.1/LS1.C |
| Grainy Brainy |
Why are plants in different parts of the world different? How do plants survive in different soil types?
An investigation for students about how plants survive.
| 1.2.2/LS1.A, LS1.D |
| Animal Patterns | Students evaluate and predict what what adaptations various animals need to live where they are. Varying characteristics included. | 1.2.2/LS1.A, LS1.D |
| Mother, Father, May I? | Students complete a graph that compares parents to offspring. | 1.2.3/LS3.A, LS3.B |
| Life Cycle of a Chicken | A book about a chicken's life cycle. Chickens and chicks are alike, but not exactly like, their parents | 1.2.3/LS3.A, LS3.B |
| Life Cycle of a Frog | A book about a frog's life cycle. Frogs and tadpoles are alike, but not exactly like, their parents | 1.2.3/LS3.A, LS3.B |
| Chirp! Chirp! Phenomena! | Students listen to the sounds of different birds and try to determine what they mean based on the parent bird behavior. | 1.2.4/LS1.B |
Strand 1.3: LIGHT AND SOUND
Sound can make matter vibrate, and vibrating matter can make sound. Objects can only be seen when light is available to illuminate them. Some objects give off their own light. Some materials allow light to pass through them, others allow only some light to pass through them, and still others block light and create a dark shadow on the surface beyond them where the light cannot reach. Mirrors can be used to redirect light. People use a variety of devices that may include sound and light to communicate over long distances.
| Lesson Plan: | Synopsis: | Strand/NGSS: |
| Oobleck on a Speaker Phenomena! | Students explore the cause and effect between sound and vibrating matter. (The Oobleck dances on the speaker and makes little arms that dance to the beat.) | 1.3.1/PS4.A |
| Block me, Draw me. | Students place objects on photo sensitive paper to make object images appear. They hypothesis what happened. | 1.3.2/PS4.B |
| Shaowdy Phenomena! | Students poke/punch a shape of their choice into the bottom of a cup or a paper. They use this paper to go outside and see what happens, they determine a reason why. (When done correctly the light that shines through the small punch bends and makes multiple shapes on the ground) | 1.3.2/PS4.B |
| Good Morning Moon | *when the moon is visible during daylight hours* Students observe and draw the moon during daytime. Or take home a chart to observe the moon at night. | 1.3.2/PS4.B (Cross-cuts with Standard 1.1 Space Patterns) |
| This Little Light of Mine | A series of experiments (set up in a rotation style) to teach how light can be bent, block, turned, reflected etc. (Flashlights are needed.) | 1.3.3/PS4.B |
| Signals! | Students come up with their own secret code to send a message! (Light and Sound Devices-- introduces Morse code, flags etc) | 1.3.4/PS4.C, ETS1.A, ETS1.B, ETS1.C |
| Sundial Phenomena! |
At the beginning of the school day students go outside and mark,
with chalk on the sidewalk or on paper with a pencil, the position
of a shadow. They discuss where the sun is in the sky. Students
return later throughout the school day to re-mark the new position
of the shadow, they discuss where the sun is now and compare it to earlier in the day.
| 1.3.3/PS4.B (Cross-cuts with Standard 1.1 Space Patterns) |
| The Day I Met my Shadow |
Read aloud children's book on Kids YouTube
| 1.3.3/PS4.B (Cross-cuts with Standard 1.1 Space Patterns) |
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