SCI-01.ESS1DCI Earth and Space Science ESS1Earth's Place in the UniversePerformance ExpectationsThe performance expectations in first grade help students formulate answers to questions such as:
Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-01.ESS1.011st Grade (SCI) Science Standards SCI-01.ESS1.01 Describe patterns that can be predicted through observations of the sun, moon, and stars.Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move
across the sky, and set; and stars other than our sun are visible at night but not during the day. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SCI-01.ESS1.02
1st Grade (SCI) Science Standards
SCI-01.ESS1.02 Make observations at different times of year to relate the amount of daylight to the time of year.Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or
fall.
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SCI-01.LS1DCI Life Science LS1From Molecules to Organisms: Structures and ProcessesPerformance ExpectationsThe performance expectations in first grade help students formulate answers to questions such as:
Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-01.LS1.01
1st Grade (SCI) Science Standards
SCI-01.LS1.01 Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat.Clarification Statement: Examples could include a turtle shell protects its body and an acorn shell protects its seed.
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SCI-01.LS1.021st Grade (SCI) Science Standards SCI-01.LS1.02 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping,
and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the
offspring). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-01.LS3DCI Life Science LS3Heredity: Inheritance and Variation of TraitsPerformance ExpectationsThe performance expectations in first grade help students formulate answers to questions such as:
Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-01.LS3.01
1st Grade (SCI) Science Standards
SCI-01.LS3.01 Construct an evidence-based account, through observation, that young plants and animals are alike, but not exactly like, their parents.Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could
include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed
of dog looks like its parents but is not exactly the same
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SCI-01.PS4
DCI Physical Science PS4
Waves and Their Applications in Technologies for Information TransferPerformance ExpectationsThe performance expectations in first grade help students formulate answers to questions such as:
Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-01.PS4.011st Grade (SCI) Science Standards SCI-01.PS4.01 Plan and conduct investigations to provide evidence that sound can make materials vibrate and that vibrating materials can make sound.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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