Language Arts Standards
ELACC1RL1 Key Ideas and Details: Ask and answer questions about
key details in a text.
ELACC1RL2 Key Ideas and Details: Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
ELACC1RL3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.
ELACC1RL4 Craft and Structure: Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
ELACC1RL5 Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
ELACC1RL6 Craft and Structure: Identify who is telling the story at various points in a text.
ELACC1RL7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or events.
ELACC1RL9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.
ELACC1RL10 Range of Reading and Level of Text Complexity: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
ELACC1RI1 Key Ideas and Details: Ask and answer questions about key details in a text.
ELACC1RI2 Key Ideas and Details: Identify the main topic and retell key details of a text.
ELACC1RI3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
ELACC1RI4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
ELACC1RI5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in
a text.
ELACC1RI6 Craft and Structure: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
ELACC1RI7 Integration of Knowledge and Ideas: Use the illustrations and
details in a text to describe its key ideas.
ELACC1RI8 Integration of Knowledge and Ideas: Identify the reasons an author gives to
support points in a text.
ELACC1RI9 Integration of Knowledge and Ideas: Identify basic similarities in
and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
ELACC1RI10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1.
ELACC1RF1 Print Concepts: Demonstrate understanding of the organization and basic
features of print.
ELACC1RF2 Phonological Awareness: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
ELACC1RF3 Phonics and Word Recognition: Know and apply grade-level phonics and word
analysis skills in decoding words.
ELACC1RF4 Fluency: Read with sufficient accuracy and fluency to support comprehension.
ELACC1W1 Text Types and Purposes: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
ELACC1W2 Text Types and Purposes: Write informative/explanatory texts
in which they name a topic, supply some facts about the topic, and provide some sense of closure.
ELACC1W3 Text Types and Purposes: Write narratives in which they recount two or
more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
ELACC1W5 Production and Distribution of Writing: With guidance and support
from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
ELACC1W6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELACC1W7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them
to write a sequence of instructions).
ELACC1W8 Research to Build and Present Knowledge: With guidance
and support from adults, recall information from experiences or gather information from provided sources to answer a question.
ELACC1SL1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
ELACC1SL2 Comprehension and Collaboration: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELACC1SL3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that
is not understood.
ELACC1SL4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
ELACC1SL5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
ELACC1SL6 Presentation of Knowledge and Ideas: Produce complete sentences when
appropriate to task and situation.
ELACC1L1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC1L2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELACC1L4 Vocabulary Acquisition and Use: Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.
ELACC1L5 Vocabulary Acquisition and Use: With guidance and support
from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELACC1L6 Vocabulary Acquisition and Use: Use words and phrases acquired through
conversations, reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet
because she nibbles too much because she likes
that).
______________________________________________________________________________
Math Standards
MCC1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
MCC1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
MCC2.OA.4 Use addition to find the total number of objects arranged in rectangular
arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
MCC1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 +
4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one
knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
MCC1.OA.7 Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
MCC1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = Δ.
MCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.
MCC1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens
and ones.
MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
MCC1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
MCC1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the
number, without having to count; explain the reasoning used.
MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range
10-90 (positive or zero differences), using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.
MCC1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
MCC1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no gaps
or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
MCC1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
MCC1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
MCC1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
MCC1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
______________________________________________________________________
Science Standards
Habits of Mind
S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.
S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.
b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before doing them formally.
d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.
S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
a. Use ordinary hand tools and instruments to construct, measure, and look at objects.
b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.
c. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Use a model—such as a toy or a picture—to describe a feature of the primary thing.
b. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.
c. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
S1CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
The Nature of Science
S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. When a science investigation is done the way it was done before, we expect to get a similar result.
b. Science involves collecting data and testing hypotheses
c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists.
S1CS7. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.
d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.
Earth Science
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
S1E2. Students will observe and record changes in water as it relates to weather.
a. Recognize changes in water when it freezes (ice) and when it melts (water).
b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
c. Determine that the weight of water before freezing, after freezing, and after melting stays the same.
d. Determine that water in an open container disappears into the air over time, but water in a closed container does not.
Physical Science
S1P1. Students will investigate light and sound.
a. Recognize sources of light.
b. Explain how shadows are made.
c. Investigate how vibrations produce sound.
d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.
e. Identify emergency sounds and sounds that help us stay safe.
S1P2. Students will demonstrate effects of magnets on other magnets and other objects.
a. Demonstrate how magnets attract and repel.
b. Identify common objects that are attracted to a magnet.
c. Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force.
Life Science
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
b. Identify the basic needs of an animal.
1. Air
2. Water
3. Food
4. Shelter
c. Identify the parts of a plant—root, stem, leaf, and flower.
d. Compare and describe various animals—appearance, motion, growth, basic needs.
_______________________________________________________________________
Social Studies Standards
Geographic Understandings SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a. SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe. SS1G3 The student will locate major topographical features of the earth’s surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Government/Civic Understandings SS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment. SS1CG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and America the Beautiful. Economic Understandings SS1E1 The student will identify goods that people make and services that people provide for each other. SS1E2 The student will explain that people have to make choices about goods and services because of scarcity. SS1E3 The student will describe how people are both producers and consumers. SS1E4 The student will describe the costs and benefits of personal spending and saving choices
ELACC1RL1 Key Ideas and Details: Ask and answer questions about
key details in a text.
ELACC1RL2 Key Ideas and Details: Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
ELACC1RL3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.
ELACC1RL4 Craft and Structure: Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
ELACC1RL5 Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
ELACC1RL6 Craft and Structure: Identify who is telling the story at various points in a text.
ELACC1RL7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or events.
ELACC1RL9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.
ELACC1RL10 Range of Reading and Level of Text Complexity: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
ELACC1RI1 Key Ideas and Details: Ask and answer questions about key details in a text.
ELACC1RI2 Key Ideas and Details: Identify the main topic and retell key details of a text.
ELACC1RI3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
ELACC1RI4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
ELACC1RI5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in
a text.
ELACC1RI6 Craft and Structure: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
ELACC1RI7 Integration of Knowledge and Ideas: Use the illustrations and
details in a text to describe its key ideas.
ELACC1RI8 Integration of Knowledge and Ideas: Identify the reasons an author gives to
support points in a text.
ELACC1RI9 Integration of Knowledge and Ideas: Identify basic similarities in
and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
ELACC1RI10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1.
ELACC1RF1 Print Concepts: Demonstrate understanding of the organization and basic
features of print.
ELACC1RF2 Phonological Awareness: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
ELACC1RF3 Phonics and Word Recognition: Know and apply grade-level phonics and word
analysis skills in decoding words.
ELACC1RF4 Fluency: Read with sufficient accuracy and fluency to support comprehension.
ELACC1W1 Text Types and Purposes: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
ELACC1W2 Text Types and Purposes: Write informative/explanatory texts
in which they name a topic, supply some facts about the topic, and provide some sense of closure.
ELACC1W3 Text Types and Purposes: Write narratives in which they recount two or
more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
ELACC1W5 Production and Distribution of Writing: With guidance and support
from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
ELACC1W6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELACC1W7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them
to write a sequence of instructions).
ELACC1W8 Research to Build and Present Knowledge: With guidance
and support from adults, recall information from experiences or gather information from provided sources to answer a question.
ELACC1SL1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
ELACC1SL2 Comprehension and Collaboration: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELACC1SL3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that
is not understood.
ELACC1SL4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
ELACC1SL5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
ELACC1SL6 Presentation of Knowledge and Ideas: Produce complete sentences when
appropriate to task and situation.
ELACC1L1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC1L2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELACC1L4 Vocabulary Acquisition and Use: Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.
ELACC1L5 Vocabulary Acquisition and Use: With guidance and support
from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELACC1L6 Vocabulary Acquisition and Use: Use words and phrases acquired through
conversations, reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet
because she nibbles too much because she likes
that).
______________________________________________________________________________
Math Standards
MCC1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
MCC1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
MCC2.OA.4 Use addition to find the total number of objects arranged in rectangular
arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
MCC1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 +
4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one
knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
MCC1.OA.7 Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
MCC1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = Δ.
MCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.
MCC1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens
and ones.
MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
MCC1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
MCC1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the
number, without having to count; explain the reasoning used.
MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range
10-90 (positive or zero differences), using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.
MCC1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
MCC1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no gaps
or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
MCC1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
MCC1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
MCC1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
MCC1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
______________________________________________________________________
Science Standards
Habits of Mind
S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.
S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.
b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before doing them formally.
d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.
S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
a. Use ordinary hand tools and instruments to construct, measure, and look at objects.
b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.
c. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Use a model—such as a toy or a picture—to describe a feature of the primary thing.
b. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.
c. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
S1CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
The Nature of Science
S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. When a science investigation is done the way it was done before, we expect to get a similar result.
b. Science involves collecting data and testing hypotheses
c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists.
S1CS7. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.
d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.
Earth Science
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
S1E2. Students will observe and record changes in water as it relates to weather.
a. Recognize changes in water when it freezes (ice) and when it melts (water).
b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
c. Determine that the weight of water before freezing, after freezing, and after melting stays the same.
d. Determine that water in an open container disappears into the air over time, but water in a closed container does not.
Physical Science
S1P1. Students will investigate light and sound.
a. Recognize sources of light.
b. Explain how shadows are made.
c. Investigate how vibrations produce sound.
d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.
e. Identify emergency sounds and sounds that help us stay safe.
S1P2. Students will demonstrate effects of magnets on other magnets and other objects.
a. Demonstrate how magnets attract and repel.
b. Identify common objects that are attracted to a magnet.
c. Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force.
Life Science
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
b. Identify the basic needs of an animal.
1. Air
2. Water
3. Food
4. Shelter
c. Identify the parts of a plant—root, stem, leaf, and flower.
d. Compare and describe various animals—appearance, motion, growth, basic needs.
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Social Studies Standards
Geographic Understandings SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a. SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe. SS1G3 The student will locate major topographical features of the earth’s surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Government/Civic Understandings SS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment. SS1CG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and America the Beautiful. Economic Understandings SS1E1 The student will identify goods that people make and services that people provide for each other. SS1E2 The student will explain that people have to make choices about goods and services because of scarcity. SS1E3 The student will describe how people are both producers and consumers. SS1E4 The student will describe the costs and benefits of personal spending and saving choices