Grade 1 Science Massachusetts standards Standards

Technology/Engineering

Physical Science

Life Science

Earth and Space Sciences

Economics: resources and choices

History: unity and diversity in the United States

Geography: places to explore

Civics: communities, elections, and leadership

Grade 1: Leadership, Cooperation, Unity and Diversity

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

History and Social Science and the Standards for Literacy (Pre-K - 5)

Standards for History and Social Science Practice

Use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set.

Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment.

Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.

Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive.

Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind.

Demonstrate that vibrating materials can make sound and that sound can make materials vibrate.

Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light.

Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.

Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.

Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.

Ask and answer questions about key details in a text.

With prompting and support, read and comprehend informational texts exhibiting complexity for at least grade 1.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Know and use text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Participate in collaborative discussions with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Build on others' talk in conversations by responding to comments through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly and using appropriate vocabulary.

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation.

Demonstrate understanding of the benefits of being part of a group and explain what it means to be a member of a group; follow the group's rules, limits, responsibilities and expectations, and explain reasons for rules to others.

Evaluate the qualities of a good citizen or member of the community, drawing on examples from history, literature, informational texts, news reports, and personal experiences.

Investigate the various roles that members of a group play and explain how those roles contribute to achieving a common goal.

Demonstrate understanding that a leader is also a member of a group, but takes on a different role with more responsibility for inspiring others, organizing and delegating activities, and helping the group make decisions.

Analyze examples of leadership and leaders from history, everyday life, and from literature and informational texts read or read aloud, and describe the qualities of a good leader.

Give examples of why members of a group who hold different views need ways to make decisions, and explain how members of a group can make fair decisions or choose leaders by voting.

Explain that an election is a kind of voting in which people select leaders.

Identify some leaders who are chosen by elections (e.g., the President of the United States, the Governor of Massachusetts, the captain of a soccer team) and explain their roles.

Demonstrate understanding that members of a town, city, or nation in the United States are called citizens, and that their rights and responsibilities include<ul><li>electing leaders who serve fixed terms</li><li>paying attention to the leader's actions, and</li><li>deciding whether or not to re-elect them on the basis of how well they have served citizens.</li></ul>

Explain that all people born in the United States are citizens, while some people become citizens after moving to the Unites States from another country. Understand that some residents of the United States are not citizens, but are still members of the community with rights and responsibilities.

Explain that a map represents spaces and helps one identify locations and features.

Identify and use language for cardinal directions (north, east, south, west) when locating and describing places on a map; use a map to identify the location of major cities and capitals (e.g., Boston, Massachusetts, Washington D.C., Mexico City, Mexico) and investigate factors that explain why these locations became important cities.

Explain that a city that is called a capital is the center of government for a state or nation.

Locate and explain physical features (e.g., continents, oceans, rivers, lakes, mountains) on maps and construct maps and other representations of local places.

Demonstrate understanding that people from different parts of the world can have different ways of living, customs, and languages.

Provide evidence to explain some of the ways in which the people of the United States are unified (e.g., share a common national history) and diverse (e.g., have different backgrounds, hold different beliefs, and have different celebrations, cultural traditions, and family structures).

Demonstrate understanding of the ways people show pride in belonging to the United States by recognizing and explaining the meaning of unifying symbols, phrases, and songs:

national symbols (e.g., the United States flag, the bald eagle, the White House, and the Statue of Liberty)

words, mottoes, phrases, and sentences associated with the United States (e.g., "U.S." or "America" standing for United States of America, the Latin motto, "E pluribus unum," on coins, currency, and the seal of the United States, translated as "Out of Many, One," and the" Pledge of Allegiance")

the melodies and lyrics of patriotic songs (e.g., "America the Beautiful," "My Country, 'Tis of Thee," "God Bless America," and "The Star-Spangled Banner")

Recognize and document sequential patterns in seasonal events or personal experiences, using a calendar and words and phrases relating to chronology and time, (e.g., in the past or future; present, past, and future tenses of verbs).

Explain the relationship between natural resources and industries and jobs in a particular location (e.g., fishing, shipbuilding, farming, trading, mining, lumbering, manufacturing).

Distinguish a renewable resource from a non-renewable resource.

Explain that people are a resource too, and that the knowledge and skills they gain through school, college, and work make possible innovations and technological advancements that lead to an ever-growing share of goods and services.

Explain what it means to be employed and define the terms income, wages, and salary.

Give examples of products (goods) that people buy and use.

Give examples of services people do for each other.

Give examples of choices people have to make about buying goods and services (e.g., food for the family or a video game; bus fare to get to work or a movie ticket for entertainment) and why they have to make choices (e.g., because they have only enough money for one purchase, not two).

Analyze examples of voluntary choices people make about buying goods and services (e.g., to buy from a company that supports its workers or protects the environment).

Compare and contrast reasons why people save some of their money (e.g., deciding to put some of it aside for later for a future purchase, for a charitable donation or for an emergency).

Write opinion pieces that introduce the topic or book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Write routinely for a range of tasks, purposes, and audiences.

Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in prose or poem form that recount a sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate; and provide some sense of closure.

For poems, use rhyming words and long or short vowel sounds to create structure.

Produce writing in which the development and organization are appropriate to task, purpose, and audience.

With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Begins in grade 3.

Demonstrate the ability to choose and use appropriate vocabulary.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.

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).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Begins in grade 4.

Earth's Place in the Universe

Engineering Design

Demonstrate civic knowledge, skills, and dispositions.

Develop focused questions or problem statements and conduct inquiries.

Organize information and data from multiple primary and secondary sources.

Analyze the purpose and point of view of each source; distinguish opinion from fact.

Evaluate the credibility, accuracy, and relevance of each source.

Argue or explain conclusions, using valid reasoning and evidence.

Determine next steps and take informed action, as appropriate.

From Molecules to Organisms: Structures and Processes

Heredity: Inheritance and Variation of Traits

Waves and Their Applications in Technologies for Information Transfer

Computational Thinking

Computing Systems

Digital Tools and Collaboration

Computing and Society

Safety and Security

Demonstrate proper ergonomics (e.g., body position, stretching) when using devices.

Use electrical devices safely and in moderation (e.g., unplug devices by pulling the plug rather than the cord, do not mix water/food and electric devices, avoid gaming and walking).

Care for devices appropriately (e.g., handling devices gently, completely shutting down devices when not in use, storing devices in the appropriate container).

Explain that a password helps protect the privacy of information.

Identify safe and unsafe examples of online communications.

Explain why we keep personal information (e.g., name, location, phone number, home address) private.

Identify which personal information (e.g., user name or real name, school name or home address) should and should not be shared online and with whom.

Explain why it is necessary to report inappropriate electronic content or contact.

Ethics and Laws

Define good digital citizenship as using technology safely, responsibly, and ethically.

Demonstrate responsible use of computers, peripheral devices, and resources as outlined in school rules (Acceptable Use Policy [AUP] for K-2).

Explain that most digital artifacts have owners.

Explain the importance of giving credit to media creators/owners when using their work.

Interpersonal and Societal Impact

Identify and describe how people (e.g., students, parents, policemen) use many types of technologies in their daily work and personal lives.

Recognize when the purpose of content is to provide information or to influence you to act.

Computing Devices

Identify different kinds of computing devices in the classroom and other places (e.g., laptops, tablets, smart phones, desktops).

Identify visible components of computing devices (e.g., keyboard, screen, monitor, printer, pointing device).

Explain that computing devices function when applications, programs, or commands are executed.

Operate a variety of computing systems (e.g., turn on, use input/output devices such as a mouse, keyboard, or touch screen; find, navigate, launch a program).

Human and Computer Partnerships

Explain that computing devices are machines that are not alive, but can be used to help humans with tasks.

Recognize that some tasks are best completed by humans and others by computing devices (e.g., a human might be able to rescue someone in a normal environment, but robots would be better to use in a dangerous environment).

Recognize that different tools can solve the same problem (e.g., pen and paper, calculators, and smart phones can all be used to solve simple mathematical problems)

Networks

Explain that networks link computers and devices locally and around the world allowing people to access and communicate information.

Services

No standards at this level.

Abstraction

List the attributes of a common object, for example, cars have a color, type (e.g., pickup, van, sedan), number of seats, etc.

Algorithms

Define an algorithm as a sequence of defined steps.

Create a simple algorithm, individually and collaboratively, without using computers to complete a task (e.g., making a sandwich, getting ready for school, checking a book out of the library).

Enact an algorithm using tangible materials (e.g., manipulatives, your body) or present the algorithm in a visual medium (e.g., storyboard).

Data

Identify different kinds of information (e.g., text, charts, graphs, numbers, pictures, audio, video, collections of objects.)

Identify, research, and collect information on a topic, issue, problem, or question using age-appropriate digital technologies.

Individually and collaboratively propose a solution to a problem or question based on an analysis of information.

Individually and collaboratively create information visualizations (e.g., charts, infographics).

Explain that computers can save information as data that can be stored, searched, retrieved, and deleted.

Programming and Development

Define a computer program as a set of commands created by people to do something.

Explain that computers only follow the program's instructions.

Individually or collaboratively create a simple program using visual instructions or tools that do not require a textual programming language (e.g., "unplugged" programming activities, a block-based programming language).

Modeling and Simulation

Describe how models represent a real-life system (e.g., globe, map, solar system, digital elevation model, weather map).

Define simulation and identify the concepts illustrated by a simple simulation (e.g., growth and health, butterfly life cycle).

Digital Tools

Operate a variety of digital tools (e.g., open/close, find, save/print, navigate, use input/output devices).

Identify, locate, and use letters, numbers, and special keys on a keyboard (e.g., Space Bar, Shift, Delete).

Create a simple digital artifact.

Use appropriate digital tools individually and collaboratively to create, review, and revise simple artifacts that include text, images and audio.

Collaboration and Communication

Collaboratively use digital tools and media resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Use a variety of digital tools to exchange information and feedback with teachers.

Use a variety of digital tools to present information to others.

Research

Conduct basic keyword searches to gather information from teacher-provided digital sources (e.g., online library catalog, databases).

Create an artifact individually and collaboratively that answers a research question, while clearly expressing thoughts and ideas.

Acknowledge and name sources of information or media (e.g., title of book, author of book, website).