Grade 1

Other Ohio Science - Extended Learning Standards sets

• Kindergarten
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Anatomy & Physiology
• Biology
• Chemistry
• Environmental Science
• Physical Geology
• Physics

Match organisms to environments that will meet their basic needs.1.LS.1.a

Recognize that every living thing has basic needs (food/energy, water and temperature). 1.LS.1.b

Recognize that plants and animals require water from the environment.1.LS.1.c

Recognize that animals require certain temperatures to survive (e.g., have feathers/fur, can only live in certain climates, or need homes, nests or dens).1.LS.1.d

Recognize that plants require certain temperatures to grow.1.LS.1.e

Recognize that plants get energy from sunlight.1.LS.1.f

Recognize that animals get energy from food.1.LS.1.g

Name some examples of human basic needs (e.g., food, water, shelter).1.LS.1.h

Recognize that seasonal changes in environments affect survival of living things (more living things die during winter when food and warmth are scarce). 1.LS.2.a

Describe how seasonal changes affect living things (e.g., in winter trees lose leaves, birds fly south and some animals hibernate).1.LS.2.b

Recognize that different environments support different living things.1.LS.2.c

Describe differences in environments (e.g. desert is hot and dry, forest is shady and has rainfall).1.LS.2.d

Describe how an environment can provide shelter and protection to living things (e.g., trees to build nests, places to hide from predators, shade from hot sun).1.LS.2.e

Identify different types of shelter (e.g., nest, cave, den, burrow, house).1.LS.2.f

Design a way to keep your crayons from melting outside in the hot sun.1.PS.1.a

Know that all things can melt but some need to be at higher temperatures than we have at a school (e.g., see what happens when you try to melt objects with higher melting points (metal, glass), watch a video of glass blowing or metal in a blast furnace.)1.PS.1.b

Identify common substances that can melt at low temperatures (e.g., chocolate, butter, crayons).1.PS.1.c

Identify how an object changes when it is melted and refrozen (e.g., put an ice cube in a baggie, let it melt, then refreeze it, describe ways the new ice is different from the original ice cube).1.PS.1.d

Recognize that the mass of water before and after melting or freezing is the same.1.PS.1.e

Predict what would be needed to turn the water back into ice.1.PS.1.f

Predict ways to melt an ice cube more quickly (shine light on it, put it in the sun, heat it in a pan).1.PS.1.g

Describe what happens to water when you add or subtract heat from it (temperature changes, freezes into ice).1.PS.1.h

Describe how the properties of water change as it melts from ice to liquid water. 1.PS.1.i

Identify whether a substance is a solid or a liquid.1.PS.1.j

Identify what is pushing or pulling on moving objects in the environment (leaves rustling, cars passing, a flag waving).1.PS.2.a

Show a way to apply a force (push or pull) to make a moving object turn in a new direction (blow on a floating bubble, kick a rolling soccer ball).1.PS.2.b

Identify a push or pull as a force.1.PS.2.c

List as many ways as possible to push or pull (blowing, kicking, tugging on a rope).1.PS.2.d

Describe what happens if you push or pull harder on an object.1.PS.2.e

Describe what happens when you push or pull an object.1.PS.2.f

Describe the motion of common objects (a swing, a hoola hoop, a soccer ball).1.PS.2.g

Demonstrate, describe or identify different ways to move objects, such as straight, zigzag, in a circle.1.PS.2.h

Recognize that moving things are changing their location (position).1.PS.2.i

Categorize things as moving or standing still, discuss what is different about things that are moving and things that are standing still.1.PS.2.j

Recognize that you cannot tell the location of something without comparing it to something else (in my backpack, behind the tree).1.PS.2.k