Delaware State Standards for Science: Grade 1
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DE.1. Nature and Application of Science and Technology
1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.
1.1.1.
Generate questions and predictions using observations and exploration about the natural world.
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Standard 1.1.1.
1.1.2.
Generate and follow simple plans using systematic observations to explore questions and predictions.
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Standard 1.1.2.
1.1.3.
Collect data using observations, simple tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results.
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Standard 1.1.3.
1.1.4.
Construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation.
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Standard 1.1.4.
1.1.5.
Share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation.
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Standard 1.1.5.
1.1.6.
Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results.
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Standard 1.1.6.
1.1.7.
Conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Record the results on charts, diagrams, graphs, and/or drawings.
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Standard 1.1.7.
1.1.8.
Sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water.
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Standard 1.1.8.
1.1.9.
Compare and describe similarities and differences in physical properties of various solid objects.
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Standard 1.1.9.
1.1.10.
Sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float.
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Standard 1.1.10.
1.1.11.
Compare and describe similarities and differences in physical properties of various liquids.
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Standard 1.1.11.
1.1.12.
Construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids.
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Standard 1.1.12.
1.1.13.
Observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water).
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Standard 1.1.13.
1.1.14.
Use writing, drawing, and discussion to communicate observations, descriptions, investigations, and experiences concerning solids and liquids.
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Standard 1.1.14.
1.1.15.
Observe that heat energy makes things warmer.
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Standard 1.1.15.
1.1.16.
Observe the evidence of the force of air pushing on objects and materials such as pinwheels and kites. Compare how the direction and speed (fast, slow) of the moving air affects the motion of the objects.
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Standard 1.1.16.
1.1.17.
Observe and measure the temperature of hot and cold water. Investigate what happens when hot and cold water are mixed. Record data on a graph and use the data to summarize the results.
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Standard 1.1.17.
1.1.18.
Investigate what happens to the temperature of an object when it is placed in direct sunlight. Record data and conclude that the energy in the sunlight was changed into heat energy in the object.
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Standard 1.1.18.
1.1.19.
Compare what happens when sunlight strikes dark and light colored objects. Draw conclusions that dark colored objects feel warmer and increase more in temperature in sunlight than do light colored objects.
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Standard 1.1.19.
1.1.20.
List objects that can be observed in the sky in the daytime and objects that can be observed in the sky at nighttime. Discuss which objects are on which lists (e.g., the Moon can be observed sometimes in the day and sometimes at night).
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Standard 1.1.20.
1.1.21.
Safely observe the location of the Sun at the same time in the morning, noon, and afternoon over several days. Describe the Sun's movement across the sky over the course of the day.
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Standard 1.1.21.
1.1.22.
Observe the Moon in the day sky over several months. Draw a sequence of pictures that shows the repeating cyclic pattern of the Moon.
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Standard 1.1.22.
1.1.23.
Use simple models to demonstrate how Earth's rotation causes day and night.
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Standard 1.1.23.
1.1.24.
Keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time.
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Standard 1.1.24.
1.1.25.
Demonstrate that there is air all around and that the wind is moving air. Use instruments to qualitatively measure wind speed and describe this by using a simplified Beaufort scale.
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Standard 1.1.25.
1.1.26.
Use a thermometer to measure temperature in degrees Fahrenheit. Describe how hot or cold an object or weather event feels by using a thermometer.
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Standard 1.1.26.
1.1.27.
Identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky.
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Standard 1.1.27.
1.1.28.
Use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts.
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Standard 1.1.28.
1.1.29.
Organize weather data on graphs and on long-term data collection charts and use this data to describe typical seasonal weather patterns.
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Standard 1.1.29.
1.1.30.
Describe different weather conditions and discuss how these conditions affect plants, animals, and human activity.
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Standard 1.1.30.
1.1.31.
Select the hand lens as an appropriate instrument for observing the structure of aquatic and terrestrial organisms in greater detail.
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Standard 1.1.31.
1.1.32.
Observe individuals of the same plant or animal group. Describe physical differences (e.g., size, color, shape, markings).
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Standard 1.1.32.
1.1.33.
Identify and describe structures of plants and animals that help them survive in aquatic and terrestrial environments.
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Standard 1.1.33.
1.1.34.
Sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land).
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Standard 1.1.34.
1.1.35.
Compare and contrast the observable structures of humans to those of other animals and plants. Record and communicate the similarities and differences in their structures.
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Standard 1.1.35.
1.1.36.
Observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light.
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Standard 1.1.36.
1.1.37.
Using the senses to detect environmental conditions, respond by selecting the appropriate clothing for certain weather conditions based on temperature, wind speed, cloud cover and/or precipitation. Justify the selection of clothing and activity.
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Standard 1.1.37.
1.1.38.
Design terrestrial and aquatic habitats that provide healthy environments for the plant and animal inhabitants.
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Standard 1.1.38.
1.1.39.
Recognize that organisms change over time. Record and communicate changes observed in living things over time.
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Standard 1.1.39.
1.1.40.
Construct, through the use of pictorials, the life cycle of guppies. Describe the guppy in different stages of its life cycle.
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Standard 1.1.40.
1.1.41.
Describe similarities and differences between parents and offspring, such as size and color.
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Standard 1.1.41.
1.1.42.
Recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Identify the characteristics used to separate the terrestrial from aquatic animals.
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Standard 1.1.42.
1.1.43.
Describe the impact weather conditions (e.g., sun, fog, rain, snow) have on plant and animal activities.
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Standard 1.1.43.
1.1.44.
Identify the number of different kinds of living things in an aquatic or terrestrial environment. Recognize that living things coexist in these environments.
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Standard 1.1.44.
1.1.45.
Describe how aquatic plants and animals interact with each other and their environment (e.g., fish use plants for food and shelter).
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Standard 1.1.45.
1.1.46.
Describe how terrestrial plants and animals interact with each other and their environment (e.g., millipedes eat decaying bark).
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Standard 1.1.46.
1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.
1.2.1.
Observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows.
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Standard 1.2.1.
1.2.2.
Select and use appropriate instruments such as wind scales, thermometers, cloud charts, and rain gauges to measure weather conditions.
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Standard 1.2.2.
1.2.3.
Identify a meteorologist as a scientist who uses technology to study, observe, and record information about the weather and who uses this information to forecast the weather. Use weather forecasts to make decisions such as choice of clothing or outdoor activities.
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Standard 1.2.3.
DE.2. Materials and Their Properties
2.1. Enduring Understandings: The structures of materials determine their properties.
2.1.1.
Conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Record the results on charts, diagrams, graphs, and/or drawings.
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Standard 2.1.1.
2.1.2.
Sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water.
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Standard 2.1.2.
2.1.3.
Compare and describe similarities and differences in physical properties of various solid objects.
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Standard 2.1.3.
2.1.4.
Sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float.
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Standard 2.1.4.
2.1.5.
Compare and describe similarities and differences in physical properties of various liquids.
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Standard 2.1.5.
2.1.6.
Construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids.
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Standard 2.1.6.
2.1.7.
Observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water).
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Standard 2.1.7.
2.1.8.
Use writing, drawing, and discussion to communicate observations, descriptions, investigations, and experiences concerning solids and liquids.
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Standard 2.1.8.
2.2. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.
DE.3. Energy and Its Effects
3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).
3.1.1.
Identify the Sun as the source of energy that warms and lights the Earth.
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Standard 3.1.1.
3.1.2.
Identify air and water as moving objects that have energy.
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Standard 3.1.2.
3.1.3.
Observe that heat energy makes things warmer.
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Standard 3.1.3.
3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.
3.2.1.
Observe the evidence of the force of air pushing on objects and materials such as pinwheels and kites. Compare how the direction and speed (fast, slow) of the moving air affects the motion of the objects.
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Standard 3.2.1.
3.2.2.
Observe and measure the temperature of hot and cold water. Investigate what happens when hot and cold water are mixed. Record data on a graph and use the data to summarize the results.
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Standard 3.2.2.
3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.
3.3.1.
Investigate what happens to the temperature of an object when it is placed in direct sunlight. Record data and conclude that the energy in the sunlight was changed into heat energy in the object.
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Standard 3.3.1.
3.3.2.
Compare what happens when sunlight strikes dark and light colored objects.
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Standard 3.3.2.
3.3.3.
Draw conclusions that dark colored objects feel warmer and increase more in temperature in sunlight than do light colored objects.
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Standard 3.3.3.
3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.
3.4.1.
Observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows.
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Standard 3.4.1.
DE.4. Earth in Space
4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day and night.
4.1.1.
List objects that can be observed in the sky in the daytime and objects that can be observed in the sky at nighttime. Discuss which objects are on which lists (e.g., the Moon can be observed sometimes in the day and sometimes at night).
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Standard 4.1.1.
4.1.2.
Safely observe the location of the Sun at the same time in the morning, noon, and afternoon over several days. Describe the Sun's movement across the sky over the course of the day.
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Standard 4.1.2.
4.1.3.
Observe the Moon in the day sky over several months. Draw a sequence of pictures that shows the repeating cyclic pattern of the Moon.
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Standard 4.1.3.
4.1.4.
Use simple models to demonstrate how Earth's rotation causes day and night.
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Standard 4.1.4.
4.2. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.
DE.5. Earth's Dynamic Systems
5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.
5.1.1.
Identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments.
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Standard 5.1.1.
5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.
5.2.1.
Keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time.
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Standard 5.2.1.
5.2.2.
Demonstrate that there is air all around and that the wind is moving air. Use instruments to qualitatively measure wind speed and describe this by using a simplified Beaufort scale.
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Standard 5.2.2.
5.2.3.
Use a thermometer to measure temperature in degrees Fahrenheit. Describe how hot or cold an object or weather event feels by using a thermometer.
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Standard 5.2.3.
5.2.4.
Identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky.
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Standard 5.2.4.
5.2.5.
Use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts.
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Standard 5.2.5.
5.2.6.
Organize weather data on graphs and on long-term data collection charts and use this data to describe typical seasonal weather patterns.
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Standard 5.2.6.
5.2.7.
Describe different weather conditions and discuss how these conditions affect plants, animals, and human activity.
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Standard 5.2.7.
5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.
5.3.1.
Select and use appropriate instruments such as wind scales, thermometers, cloud charts, and rain gauges to measure weather conditions.
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Standard 5.3.1.
5.3.2.
Identify a meteorologist as a scientist who uses technology to study, observe, and record information about the weather and who uses this information to forecast the weather. Use weather forecasts to make decisions such as choice of clothing or outdoor activities.
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Standard 5.3.2.
DE.6. Life Processes
6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.
6.1.1.
Select the hand lens as an appropriate instrument for observing the structure of aquatic and terrestrial organisms in greater detail.
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Standard 6.1.1.
6.1.2.
Observe individuals of the same plant or animal group. Describe physical differences (e.g., size, color, shape, markings).
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Standard 6.1.2.
6.1.3.
Identify and describe structures of plants and animals that help them survive in aquatic and terrestrial environments.
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Standard 6.1.3.
6.1.4.
Sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land).
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Standard 6.1.4.
6.1.5.
Compare and contrast the observable structures of humans to those of other animals and plants. Record and communicate the similarities and differences in their structures.
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Standard 6.1.5.
6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.
6.2.1.
Observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light.
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Standard 6.2.1.
6.3. Enduring Understandings: Organisms respond to internal and external cues, which allow them to survive.
6.3.1.
Using the senses to detect environmental conditions, respond by selecting the appropriate clothing for certain weather conditions based on temperature, wind speed, cloud cover and/or precipitation. Justify the selection of clothing and activity.
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Standard 6.3.1.
6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.
6.4.1.
Design terrestrial and aquatic habitats that provide healthy environments for the plant and animal inhabitants.
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Standard 6.4.1.
DE.7. Diversity and Continuity of Living Things
7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.
7.1.1.
Recognize that organisms change over time. Record and communicate changes observed in living things over time.
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Standard 7.1.1.
7.1.2.
Construct, through the use of pictorials, the life cycle of guppies. Describe the guppy in different stages of its life cycle.
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Standard 7.1.2.
7.1.3.
Describe similarities and differences between parents and offspring, such as size and color.
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Standard 7.1.3.
7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.
7.2.1.
Recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Identify the characteristics used to separate the terrestrial from aquatic animals.
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Standard 7.2.1.
7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.
7.3.1.
Recognize that some plants and animals are maintained in artificial environments to meet human wants and needs (i.e., scientific study, education, food).
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Standard 7.3.1.
DE.8. Ecology
8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.
8.1.1.
Describe the impact of weather conditions (e.g., sun, fog, rain, snow) on plant and animal activities.
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Standard 8.1.1.
8.1.2.
Identify and describe the different kinds of living things in an aquatic or terrestrial environment. Recognize that living things coexist in these environments.
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Standard 8.1.2.
8.1.3.
Describe how aquatic plants and animals interact with each other and their environment (e.g., fish use plants for food and shelter).
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Standard 8.1.3.
8.1.4.
Describe how terrestrial plants and animals interact with each other and their environment (e.g., millipedes eat decaying bark).
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Standard 8.1.4.
8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.
8.2.1.
Recognize that energy needed by all living things originates from the Sun.
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Standard 8.2.1.
8.2.2.
Identify and give examples showing that animals eat plants or other animals for energy, and that plants get energy from the Sun.
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Standard 8.2.2.