NGSS 1st Grade Standards

1-PS4-1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.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.
1-PS4-2Make observations to construct an evidence-based account that objects can be seen only when illuminated.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.
1-PS4-3Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.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.
1-PS4-4Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*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.
1-LS1-1.Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.
1-LS1-2Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.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).
1-LS3-1Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.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. Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.
1-ESS1-1Use observations of the sun, moon, and stars to describe patterns that can be predicted.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. Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.
1-ESS1-2Make observations at different times of year to relate the amount of daylight to the time of year. Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall. Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.