Standard set
Grade 1 - Science (2023)
Standards
Showing 139 of 139 standards.
Science
1.A
Matter: Understandings of the physical world are deepened by investigating matter and energy.
1.B
Energy: Understandings of the physical world are deepened by investigating matter and energy.
1.C
Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
1.D
Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
1.E
Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
1.F
Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
1.A.1
Students analyze properties of objects and investigate how they can be changed.
1.B.1
Students investigate direction, pathway, and speed of moving objects and animals.
1.C.1
Students analyze environments and investigate interactions and changes.
1.D.1
Students investigate and examine needs of plants and animals.
1.E.1
Students follow instructions and relate them to outcomes
1.F.1
Students engage in and describe investigation.
1.A.1.1
Knowledge
1.A.1.2
Understanding
1.A.1.3
Skills & Procedures
1.B.1.1
Knowledge
1.B.1.2
Understanding
1.B.1.3
Skills & Procedures
1.C.1.1
Knowledge
1.C.1.2
Understanding
1.C.1.3
Skills & Procedures
1.D.1.1
Knowledge
1.D.1.2
Understanding
1.D.1.3
Skills & Procedures
1.E.1.1
Knowledge
1.E.1.2
Understanding
1.E.1.3
Skills & Procedures
1.F.1.1
Knowledge
1.F.1.2
Understanding
1.F.1.3
Skills & Procedures
1.A.1.1.a
Measurable properties of objects include length how much flat space an object covers (area) weight (mass)
1.A.1.1.b
Weight is the heaviness of an object.
1.A.1.1.c
Tools, such as balance scales and magnifying glasses, can be used to examine properties of objects and materials.
1.A.1.1.d
Properties that can be changed include length, area, weight (mass), shape and texture
1.A.1.1.e
Actions that physically change properties of an object include bending , twisting , stretching , cutting and breaking
1.A.1.1.f
Not all objects respond the same way to bending, twisting, stretching, cutting, or breaking.
1.A.1.2.a
Objects have measurable properties.
1.A.1.2.b
Physical changes to objects do not change what the objects are made of.
1.A.1.3.a
Identify measurable properties of objects.
1.A.1.3.b
Directly compare the length, area, and weight of various objects.
1.A.1.3.c
Use various tools safely when examining the properties of objects.
1.A.1.3.d
Predict how actions can physically change properties of various objects.
1.A.1.3.e
Explore actions that physically change properties of various objects.
1.A.1.3.f
Describe physical changes that result from various actions.
1.A.1.3.g
Discuss why physical changes do not change what an object is made of.
1.B.1.1.a
Directions of movement can be described as up, down, forward, backward, sideways, toward and away from
1.B.1.1.b
A movement pathway is the path an object or animal follows when it moves.
1.B.1.1.c
Movement pathways can be described as straight, curved, spiral, side to side
1.B.1.1.d
Objects or animals move along pathways in a variety of ways, such as rolling, bouncing and sliding
1.B.1.1.e
Speed can be described as fast, slow, changing and not changing
1.B.1.1.f
The movement of objects can be influenced by the shape of the object , the materials the object is made from , the surface texture of the object and interactions with other objects
1.B.1.1.g
Wheels can make objects easier to move.
1.B.1.2.a
Movement consists of direction, a pathway, and speed.
1.B.1.2.b
The movement of objects can be influenced in a variety of ways.
1.B.1.3.a
Observe and describe the direction, pathway, and speed of objects or animals.
1.B.1.3.b
Conduct an investigation to determine how objects move.
1.B.1.3.c
Describe and record ways objects or animals move along different pathways.
1.B.1.3.d
Demonstrate how the movement of objects can be influenced.
1.C.1.1.a
The four seasons in Alberta are summer , autumn or fall , winter and spring
1.C.1.1.b
Some places have fewer than four seasons, such as two seasons: rainy and dry and three seasons: cool or cold, rainy, and dry
1.C.1.1.c
Many seasonal changes appear in environments, such as snow covering the ground, snow melting, the surface of lakes and other bodies of water freezing and rivers flowing fast or slow
1.C.1.1.d
Seasonal changes appear in plants and animals, such as camouflage in animals, leaves changing colour and falling, flowers blooming and crops and plants greening and growing
1.C.1.1.e
Migration is the regular movement patterns of animals from one area to another, usually in response to seasonal changes.
1.C.1.1.f
Many animals migrate, such as whales, geese, polar bears, butterflies and caribou
1.C.1.1.g
Hibernation allows animals to survive the winter with little or no food, usually by sleeping for long periods of time.
1.C.1.1.h
Many animals hibernate in winter, such as black bears and grizzly bears, groundhogs and some types of squirrels
1.C.1.1.i
Environments can undergo sudden changes, such as storms, floods, fires and winds
1.C.1.1.j
Information can be gathered from environments using the senses.
1.C.1.1.k
Seasonal changes may affect a variety of choices and activities, such as clothing choices, recreational activities, Indigenous ceremonies and hunting and gathering
1.C.1.1.l
The responsibility to care for environments is shared by all people and is fulfilled by showing respect for and protecting all aspects of nature.
1.C.1.1.m
For First Nations, Métis, and Inuit, a sense of responsibility toward nature can be connected to place and traditional teachings for future generations, such as taking only what is needed.
1.C.1.2.a
Changes in environments include seasonal changes.
1.C.1.2.b
Seasonal or sudden changes can affect the behaviour of animals.
1.C.1.2.c
Environments are observed and understood using the senses.
1.C.1.2.d
Seasonal changes influence decisions about daily activities
1.C.1.2.e
Caring for nature comes from a sense of responsibility.
1.C.1.3.a
Observe seasonal changes in local environments over time.
1.C.1.3.b
Document signs of seasonal change over time.
1.C.1.3.c
Share personal experiences related to seasons.
1.C.1.3.d
Discuss how changes in the appearance of environments, plants, and animals are related to the seasons.
1.C.1.3.e
Represent an environment in different seasons to show environmental changes.
1.C.1.3.f
Investigate animal behaviour throughout the seasons, including migration and hibernation.
1.C.1.3.g
Share personal experiences related to sudden changes in environments.
1.C.1.3.h
Describe various environments, drawing from information gathered using the senses.
1.C.1.3.i
Describe how seasonal changes affect decisions about daily activities.
1.C.1.3.j
Discuss benefits of spending time in nature.
1.C.1.3.k
Identify personal and group actions that demonstrate responsibility and care for nature.
1.C.1.3.l
Discuss and reflect on First Nations, Métis, and Inuit traditional teachings that demonstrate a sense of responsibility to care for nature.
1.D.1.1.a
Plants are living things that can grow and make their own food.
1.D.1.1.b
Plants usually cannot move from place to place.
1.D.1.1.c
Animals are living things that can grow and that need to find food.
1.D.1.1.d
Animals are usually able to move from place to place.
1.D.1.1.e
Plants and animals exist in all shapes and sizes.
1.D.1.1.f
Humans are part of nature and are classified as animals.
1.D.1.1.g
A variety of plants and animals exist and are dispersed over Earth.
1.D.1.1.h
Diverse plants and animals can be found in many environments in Alberta, such as forests, prairies, lakes and rivers mountains
1.D.1.1.i
Basic needs of plants and animals include food, water, air and shelter
1.D.1.1.j
Ways humans can help meet the needs of plants or animals include watering plants, taking care of domestic animals and respecting environments
1.D.1.1.k
Ways that plants and animals, or their parts, help meet the needs of humans include providing air for breathing, food, clothing, shelter, medicine, and connection (social/emotional)
1.D.1.2.a
Plants and animals share similarities and have differences.
1.D.1.2.b
Plants and animals require environments that allow them to meet their needs.
1.D.1.2.c
Humans, other animals, and plants depend on each other to meet their needs.
1.D.1.3.a
Share examples of plants and animals native to Alberta and Canada.
1.D.1.3.b
Observe and describe similarities and differences between plants and animals.
1.D.1.3.c
Represent plants and animals in various environments.
1.D.1.3.d
Determine how a local environment meets the basic needs of plants and animals.
1.D.1.3.e
Discuss the movement of local animals from place to place to meet their needs.
1.D.1.3.f
Describe personal experiences related to how humans take care of plants and animals.
1.D.1.3.g
Discuss how humans depend on plants and animals to meet their basic needs.
1.D.1.3.h
Identify products made by various cultures, including local First Nations, Métis, or Inuit, that use plant and animal parts.
1.E.1.1.a
Instructions are directions that can be followed and given in various forms, including verbal, audio, visual and written.
1.E.1.1.b
Many types of instructions need to be in a specific order, such as directions, recipes, computer programs and safety protocols
1.E.1.1.c
Following instructions is a way to demonstrate respect and safety during investigations.
1.E.1.2.a
The form in which instructions are given may not affect the outcome.
1.E.1.2.b
Instructions are ordered in a way that will produce a desired outcome.
1.E.1.2.c
Instructions help to keep people safe.
1.E.1.3.a
Follow instructions with two or three steps given in different forms.
1.E.1.3.b
Determine if instructions with two or three steps given in different orders still produce the desired outcome.
1.E.1.3.c
Sequence two or three instruction steps to achieve a desired outcome.
1.E.1.3.d
Exchange ideas for creating three-step instructions that achieve a desired outcome.
1.E.1.3.e
Follow instructions during investigations.
1.F.1.1.a
The skills and knowledge required to carry out an investigation can be learned.
1.F.1.1.b
Investigations can be sparked by curiosity.
1.F.1.1.c
Investigations are carried out by a variety of individuals or groups, such as teachers, students, scientists, police and doctors
1.F.1.1.d
Steps followed during an investigation include asking questions, making predictions, gathering data, forming conclusions
1.F.1.1.e
A prediction is a likely answer to a question based on current understanding.
1.F.1.1.f
A conclusion is an answer to a question based on gathered data.
1.F.1.1.g
Observations can be made by using the senses.
1.F.1.1.h
Observations can be recorded as data in many ways, such as words, drawings, photographs, numbers and counts and sound and video recordings
1.F.1.1.i
Scientists can keep records of data in record books or computers.
1.F.1.2.a
Investigations are carried out to try to understand the world.
1.F.1.2.b
Recording data helps ensure observations can be referenced in the future.
1.F.1.3.a
Predict the answer to a question.
1.F.1.3.b
Describe steps of an investigation.
1.F.1.3.c
Demonstrate safety and respect during investigations.
1.F.1.3.d
Make observations using various senses.
1.F.1.3.e
Record observations as data.
1.F.1.3.f
Reflect on recorded data to make conclusions.
Framework metadata
- Source document
- Grade 1 - Science
- License
- CC BY 4.0 US