Ohio's Academic Content Standards in Science

By the end of grade 1

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Earth and Space Sciences
Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the Universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. Indicators for grade 1 1. Identify that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals, water) environment and that resources are necessary to meet the needs and wants of a population. (ORC Resources) 2. Explain that the supply of many resources is limited but the supply can be extended through careful use, decreased use, reusing and/or recycling. (ORC Resources) 3. Explain that all organisms cause changes in the environment where they live; the changes can be very noticeable or slightly noticeable, fast or slow. (e.g., spread of grass cover slowing soil erosion, tree roots slowly breaking sidewalks). (ORC Resources)

Life Sciences
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure, and function of cells, of organisms and of living systems are developed as well as a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students also demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. Indicators for grade 1 1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter. (ORC Resources) 2. Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests). (ORC Resources) 3. Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose, sharp vision). (ORC Resources) 4. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting. (ORC Resources) 5. Recognize that seasonal changes can influence the health, survival or activities of organisms. (ORC Resources)

Physical Sciences
Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy, as well as motion and the forces affecting motion, the nature of waves and interactions of matter and energy. Students also demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences. Indicators for grade 1 1. Classify objects according to the materials they are made of and their physical properties. (ORC Resources) 2. Investigate that water can change from liquid to solid or solid to liquid. (ORC Resources) 3. Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending, exposing to light). (ORC Resources) 4. Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper). (ORC Resources) 5. Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets). (ORC Resources) 6. Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop. (ORC Resources) 7. Explore how energy makes things work (e.g., batteries in a toy, electricity turning fan blades). (ORC Resources) 8. Recognize that the Sun is an energy source that warms the land, air and water. (ORC Resources) 9. Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries). (ORC Resources)

Science and Technology
Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways. Indicators for grade 1 1. Explore that some kinds of materials are better suited than others for making something new (e.g., building materials used in the Three Little Pigs). (ORC Resources) 2. Explain that when trying to build something or get something to work better, it helps to follow directions and ask someone who has done it before. (ORC Resources) 3. Identify some materials that can be saved for community recycling projects (e.g., newspapers, glass and aluminum). (ORC Resources) 4. Explore ways people use energy to cook their food and warm their homes (e.g., wood, coal, natural gas, electricity). (ORC Resources) 5. Identify how people can save energy by turning things off when they are not using them (e.g., lights and motors). (ORC Resources) 6. Investigate that tools are used to help make things and some things cannot be made without tools. (ORC Resources) 7. Explore that several steps are usually needed to make things (e.g., building with blocks). (ORC Resources) 8. Investigate that when parts are put together they can do things that they could not do by themselves (e.g., blocks, gears and wheels). (ORC Resources)

Scientific Inquiry
Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. Indicators for grade 1 1. Ask "what happens when" questions. (ORC Resources) 2. Explore and pursue student-generated "what happens when" questions. (ORC Resources) 3. Use appropriate safety procedures when completing scientific investigations. (ORC Resources) 4. Work in a small group to complete an investigation and then share findings with others. (ORC Resources) 5. Create individual conclusions about group findings. (ORC Resources) 6. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, timers, simple balances and other appropriate tools). (ORC Resources) 7. Make estimates to compare familiar lengths, weights and time intervals. (ORC Resources) 8. Use oral, written and pictorial representation to communicate work. (ORC Resources) 9. Describe things as accurately as possible and compare with the observations of others. (ORC Resources)

Scientific Ways of Knowing
Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. Indicators for grade 1 1. Discover that when a science investigation is done the same way multiple times, one can expect to get very similar results each time it is performed. (ORC Resources) 2. Demonstrate good explanations based on evidence from investigations and observations. (ORC Resources) 3. Explain that everybody can do science, invent things and have scientific ideas no matter where they live. (ORC Resources)