The Standards

1st Grade

Waves: Light and Sound

Students who demonstrate understanding can:

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Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 1-PS4-1

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.

Assessment Boundary: none

 

Make observations to contruct an evidence-based account that objects in darkness can be seen only when illuminated. 1-PS4-2

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.

Assessment Boundary: none

 

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-3

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).

Assessment Boundary: Assessment does not include the speed of light.

 

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 1-PS4-4

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.

Assessment Boundary: Assessment does not include technological details for how communication devices work.

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Plan and conduct investigations collaboratively to produce evidence to answer a question. (1-PS4-1), (1-PS4-3)

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomenon and designing solutions.

Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (1-PS4-2)

Use tools and materials provided to design a device that solves a specific problem. (1-PS4-4)

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Scientists use different ways to study the world. (1-PS4-1)

Science investigations begin with a question. (1-PS4-1)

Crosscutting Concepts

Cause and Effect

Simple tests can be designed to gather evidence to support or refute student ideas about causes. (1-PS4-1), (1-PS4-2), (1-PS4-3)

Connections to Engineering, Technology, and Applications of Science

Influence of Science, Engineering, and Technology on Society and the Natural World

People depend on various technologies in their lives; human life would be very different without technology. (1-PS4-4)

Common Core State Standards Connections

ELA/Literacy
  • SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1), (1-PS4-2), (1-PS4-3)
  • W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1-PS4-2)
  • W.1.7 - 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). (1-PS4-1), (1-PS4-2), (1-PS4-3), (1-PS4-4)
  • W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1), (1-PS4-2), (1-PS4-3)
Mathematics
  • 1.MD.A.1 - Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-PS4-4)
  • 1.MD.A.2 - Express the length of an object as a whole number of length units, by layering 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. (1-PS4-4)
  • MP.5 - Use appropriate tools strategically. (1-PS4-4)

Model Course Mapping

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