# Missouri State Standards for Science (2010) — Grade 1

Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Missouri State Standards for Science (2010) if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using Kiddom.

#### 1.1.1.A

Objects, and the materials they are made of, have properties that can be used to describe and classify them

#### 1.1.1.A.a

Given an equal-arm balance and various objects, illustrate arrangements in which the beam is balanced

#### 1.1.1.A.b

Measure and compare the mass of objects (more/less)

#### 1.1.1.A.c

Order objects according to mass

#### 1.1.2.A

Forms of energy have a source, a means of transfer (work and heat), and a receiver

#### 1.1.2.A.a

Identify the source of energy that causes an increase in the temperature of an object (e.g., Sun, stove, flame, light bulb)

#### 1.1.2.A.b

Compare the temperature of hot and cold objects using a simple thermometer

#### 1.1.2.A.c

Describe the change in temperature of an object as warmer or cooler

#### 1.1.2.C

Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth

#### 1.1.2.C.a

Identify light from the Sun as a basic need of most plants

#### 1.2.1.A

The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference)

#### 1.2.1.A.a

Compare the position of an object relative to another object (e.g., left of or right of)

#### 1.2.1.A.b

Describe an objects motion as straight, circular, vibrating (back and forth), zigzag, stopping, starting, or falling

#### 1.2.1.A.c

Compare the speeds (faster vs. slower) of two moving objects

#### 1.2.2.A

Forces are classified as either contact (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be described in terms of direction and magnitude

#### 1.2.2.A.a

Identify the force (i.e., push or pull) required to do work (move an object)

#### 1.2.2.D

Newtons Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion

#### 1.2.2.D.a

Describe ways to change the motion of an object (i.e., how to cause an object to go slower, go faster, go farther, change direction, stop)

#### 1.3.1.A

Organisms have basic needs for survival

#### 1.3.1.A.a

Identify the basic needs of most animals (i.e., air, water, food, shelter)

#### 1.3.1.A.b

Identify the basic needs of most plants (i.e., air, water, light)

#### 1.3.1.A.c

Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water)

#### 1.3.1.D

Plants and animals have different structures that serve similar functions necessary for the survival of the organism

#### 1.3.1.D.a

Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, roots)

#### 1.3.1.D.b

Identify and compare the physical structures of a variety of animals (e.g., sensory organs, beaks, appendages, body covering) (Do NOT assess terms: sensory organs, appendages)

#### 1.3.1.D.c

Identify the relationships between the physical structures of plants and the function of those structures (e.g., absorption of water, absorption of light energy, support, reproduction)

#### 1.3.1.D.d

Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction)

#### 1.3.1.E

Biological classifications are based on how organisms are related

#### 1.3.1.E.a

Distinguish between plants and animals based on observable structures and behaviors

#### 1.4.1.A

All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem

#### 1.4.1.A.a

Describe how the seasons affect the behavior of plants and animals

#### 1.4.1.A.b

Describe how the seasons affect the everyday life of humans (e.g., clothing, activities

#### 1.5.2.F

Climate is a description of average weather conditions in a given area due to the transfer of energy and matter through Earths systems

#### 1.5.2.F.a

Observe, measure, record weather data throughout the year (i.e., cloud cover, temperature, precipitation, wind speed) by using thermometers, rain gauges, wind socks

#### 1.5.2.F.b

Compare temperatures in different locations (e.g., inside, outside, in the sun, in the shade)

#### 1.5.2.F.c

Compare weather data observed at different times throughout the year (e.g., hot vs. cold, cloudy vs. clear, types of precipitation, windy vs. calm)

#### 1.5.2.F.d

Identify patterns indicating relationships between observed weather data and weather phenomena (e.g., temperature and types of precipitation, clouds and amounts of precipitation)

#### 1.5.3.A

Earths materials are limited natural resources affected by human activity

#### 1.5.3.A.a

Observe and describe ways water, both as a solid and liquid, is used in everyday activities at different times of the year (e.g., bathe, drink, make ice cubes, build snowmen, cook, swim)

#### 1.7.1.A

Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation

#### 1.7.1.A.a

Pose questions about objects, materials, organisms, and events in the environment

#### 1.7.1.A.b

Plan and conduct a simple investigation (fair test) to answer a question

#### 1.7.1.B

Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations

#### 1.7.1.B.a

Make qualitative observations using the five senses

#### 1.7.1.B.b

Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)

#### 1.7.1.B.c

Measure length, mass, and temperature using standard and nonstandard units

#### 1.7.1.B.d

Compare amounts/measurements

#### 1.7.1.C

Scientific inquiry includes evaluation of explanations (laws/ principles, theories /models) in light of evidence (data) and scientific principles (understandings ) See CLEs: This concept became C, as the previous concept was eliminated and the GLEs were moved to this concept, and redundancy was eliminated

#### 1.7.1.C.a

Use observations as support for reasonable explanations

#### 1.7.1.C.b

Use observations to describe relationships and patterns and to make predictions to be tested

#### 1.7.1.C.c

Compare explanations with prior knowledge

#### 1.7.1.D

The nature of science relies upon communication of results and justification of explanations See CLEs: This concept became D, as the original C concept was eliminated

#### 1.7.1.D.a

Communicate simple procedures and results of investigations and explanations through: oral presentations drawings and maps data tables graphs (bar, pictograph) writings

#### 1.8.1.A

Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all

#### 1.8.1.A.a

Observe and identify that some objects occur in nature (natural objects); others have been designed and made by people

#### 1.8.1.B

Advances in technology often result in improved data collection and an increase in scientific information

#### 1.8.1.B.a

Describe how tools have helped scientists make better observations (e.g., magnifiers, balances, thermometers)

#### 1.8.3.A

People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done

#### 1.8.3.A.a

Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)

#### 1.8.3.A.b

Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)