Grade 1 Science Arizona standards Standards

Leaders include but are not limited to local and/or Tribal leaders, state leaders, and national leaders

Holidays include but are not limited to Columbus Day, Thanksgiving, Veterans Day, Memorial Day, Labor Day, Presidents Day, Martin Luther King Jr. Day, Independence Day, Constitution Day, and Arizona Statehood Day.

Symbols include but are not limited to American flag, bald eagle, Statue of Liberty, White House, Washington Monument, Mount Rushmore, Liberty Bell, United States Capitol, and Arizona state symbols

Key examples include but are not limited to farming by irrigation, architecture, writing and inventions as they support content focus.

History

Key concepts include but are not limited to transportation, immigration, education, technology, and natural resources.

Such as agriculture, industrialization, urbanization, and human migration.

Key concepts include but are not limited to physical features (rivers, lakes, mountains, landforms, desert) and human features (dams, cities, parks, hospitals, schools, railroad tracks, farms, factories, houses).

Geography

Economics

Such as voting, volunteering, community clean-up or recycling campaigns, and becoming informed on community issues

Key concepts include but are not limited to type of government and its leaders including the current Governor and President and Vice President of the United States

Key functions include but are not limited to make laws, carry out laws, enforce laws, manage conflicts, and protect the community

Key purposes include but are not limited to provide order, protect rights, provide benefits, assign responsibilities, and limit the power of people in authority

Civics

Disciplinary Skills and Processes

Life Sciences

Earth and Space Sciences

Physical Sciences

Concept: Algorithms and Programming (AP)

Subconcept: Algorithms (A)

Model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.

Subconcept: Control (C)

Identify programs with sequences and simple loops, to express ideas or address a problem.

Subconcept: Modularity (M)

Solve a problem by breaking it down into smaller parts.

Subconcept: Program Development (PD)

With teacher assistance identify plans that describe a program’s sequence of events, goals, and expected outcomes.

With teacher assistance, give attribution (credit) when using the ideas and creations of others while developing programs.

With teacher assistance, debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

Using correct terminology, describe steps taken and choices made during program development.

Subconcept: Variables (V)

Model the way programs store and manipulate data by using numbers or other symbols to represent information.

Civic virtues and democratic principles are key components of the American political system.

Apply values of respect, responsibility, equality, and fairness as a member of a community.

Follow agreed upon rules for discussions when responding to others and making decisions including consensus building procedures.

Compare one's own thoughts and opinions with others’ perspectives.

An understanding of civic and political institutions in society and the principles these institutions are intended to reflect including knowledge about law, politics, and government are essential to effective citizenship.

Explain the importance of rules and laws in our community.

Explain the role and function of local governments.

Explain how community groups work to accomplish common tasks and fulfill responsibilities.

Concept: Computing Systems (CS)

Subconcept: Devices (D)

With teacher guidance, select and operate appropriate devices and software to perform a task.

Subconcept: Hardware and Software (HS)

Use appropriate terminology in identifying and describing the function of common physical components of computing systems.

Subconcept: Troubleshooting (T)

Identify basic hardware and software problems using accurate terminology.

With teacher guidance, begin to use basic troubleshooting strategies.

Concept: Data and Analysis (DA)

Subconcept: Collection, Visualization and Transformation (CVT)

With teacher guidance, collect and transform data using digital devices; Display data for communication in various visual formats.

Subconcept: Inference and Models (IM)

Identify patterns in data to make inferences or predictions.

Subconcept: Storage (S)

Explain that a variety of data (e.g., music, video, images, and text) can be stored in and retrieved from a computing device.

A financially literate individual understands how to manage income, spending, and investment.

Identify different occupations and the skills and education needed for those jobs in our community.

Describe reasons to save or spend money.

Obtain, evaluate, and communicate information about the properties of Earth materials and investigate how humans use natural resources in everyday life.

By applying economic reasoning, individuals seek to understand the decisions of people, groups, and societies.

Explain how needs, wants, and availability of resources affect decision making.

Identify the benefits and costs of making various personal decisions.

Individuals and institutions are interdependent within market systems.

Describe the skills, knowledge, and sequence of events required to produce goods and services in our community.

Explain how people in our community earn income.

Explain how people can be producers and consumers in our community.

The use of geographic representations and tools helps individuals understand their world.

Use, explore and construct maps, graphs and other geographical representations to support content focus.

Use a grid to locate places.

Human-environment interactions are essential aspects of human life in all societies.

Compare how human activities affect culture and the environment now and in the past.

Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

Explain why and how people, goods, and ideas move from place to place.

Compare places past and present as it relates to content focus.

The development of civilizations, societies, cultures, and innovations have influenced history and continue to impact the modern world.

Explain how ideas and innovation can contribute to a community by utilizing primary sources (artifacts, photographs, newspapers, speakers) and secondary sources (biographies, stories, articles).

Cycles of conflict and cooperation have shaped relations among people, places, and environments.

Explain the benefits of cooperation and compromise as ways to resolve conflict in communities past and present.

Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world.

Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders as well as their importance from the past to the present in our country

Draw upon fictional stories, biographies, and non-fiction/informational text to identify historical figures in your community, state, and nation and explain their significance in history and in the present day.

Concept: Impacts of Computing (IC)

Subconcept: Culture (C)

Discuss how people live and work before and after the implementation or adoption of new computing technology.

Subconcept: Social Interactions (SI)

Work respectfully and responsibly with others online.

Subconcept: Safety, Law, and Ethics (SLE)

Keep login information private, and log off devices appropriately.

Observe, describe, and predict life cycles of animals and plants.

Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms.

Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials.

Obtain, evaluate, and communicate information to support an evidence-based explanation that plants and animals produce offspring of the same kind, but offspring are generally not identical to each other or their parents.

Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities.

Ask questions and explain how factors can cause species to go extinct.

Concept: Networks and the Internet (NI)

Subconcept: Cybersecurity (C)

Explain what passwords are and why we use them to protect personal information (e.g., name, location, phone number, home address) and keep it private.

Subconcept: Network, Communication, and Organization (NCO)

With teacher guidance, students discuss how computer networks can be used to connect people to other people, places, information, and ideas.

Plan and carry out investigations demonstrating the effect of placing objects made with different materials in the path of a beam of light and predict how objects with similar properties will affect the beam of light.

Use models to provide evidence that vibrating matter creates sound and sound can make matter vibrate.

Plan and carry out investigations which demonstrate how equal forces can balance objects and how unequal forces can push, pull, or twist objects, making them change their speed, direction, or shape.

Design and evaluate ways to increase or reduce heat from friction between two objects.

Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present.

Place important life events in chronological order on a timeline.

Understand how events of the past affect students’ lives and communities

Generate questions about individuals and groups who have shaped a significant historical change.

Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions about that event since there are multiple points of view about events and issues.

Compare diverse cultures using primary sources such as photographs, artifacts, and music and secondary sources such as fiction and non-fiction

Historians and Social Scientists gather, interpret, and use evidence to develop claims and answer historical, economic, geographical, and political questions and communicate their conclusions.

Generate questions about issues in your community past and present.

With support identify evidence drawn from multiple sources to answer questions about issues in your community.

With support construct and communicate solutions to issues in your community.

Take group or individual action to help address community issues.

Ask and answer questions about explanations given.