Georgia Science Learning Standards — Grade 1


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S1CS6

Students will be familiar with the character of scientific knowledge and how it is achieved.

S1CS6a

When a science investigation is done the way it was done before, we expect to get a similar result.

S1CS6b

Science involves collecting data and testing hypotheses

S1CS6c

Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests.

S1CS6d

All different kinds of people can be and are scientists.

S1CS1

Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S1CS1a

Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

S1CS2

Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S1CS2a

Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences

S1CS2b

Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.

S1CS2c

Give rough estimates of numerical answers to problems before doing them formally.

S1CS2d

Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.

S1CS3

Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

S1CS3a

Use ordinary hand tools and instruments to construct, measure, and look at objects.

S1CS3b

Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.

S1CS3c

Identify and practice accepted safety procedures in manipulating science materials and equipment.

S1CS4

Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S1CS4a

Use a modelsuch as a toy or a pictureto describe a feature of the primary thing.

S1CS4b

Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.

S1CS4c

Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.

S1CS5

Students will communicate scientific ideas and activities clearly.

S1CS5a

Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

S1CS5b

Draw pictures (grade level appropriate) that correctly portray features of the thing being described

S1CS5c

Use simple pictographs and bar graphs to communicate data.

S1CS7

Students will understand important features of the process of scientific inquiry

S1CS7a

Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.

S1CS7b

In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.

S1CS7c

Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.

S1CS7d

Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.

S1E1

Students will observe, measure, and communicate weather data to see patterns in weather and climate.

S1E1a

Identify different types of weather and the characteristics of each type.

S1E1b

Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.

S1E1c

Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.

S1E2

Students will observe and record changes in water as it relates to weather.

S1E2a

Recognize changes in water when it freezes (ice) and when it melts (water).

S1E2b

Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).

S1E2c

Determine that the weight of water before freezing, after freezing, and after melting stays the same.

S1E2d

Determine that water in an open container disappears into the air over time, but water in a closed container does not.

S1L1

Students will investigate the characteristics and basic needs of plants and animals.

S1L1a

Identify the basic needs of a plant.

S1L1b

Identify the basic needs of an animal.

S1L1c

Identify the parts of a plantroot, stem, leaf, and flower

S1L1d

Compare and describe various animalsappearance, motion, growth, basic needs.

S1P1

Students will investigate light and sound.

S1P1a

Recognize sources of light.

S1P1b

Explain how shadows are made.

S1P1c

Investigate how vibrations produce sound.

S1P1d

Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.

S1P1e

Identify emergency sounds and sounds that help us stay safe.

S1P2

Students will demonstrate effects of magnets on other magnets and other objects.

S1P2a

Demonstrate how magnets attract and repel

S1P2b

Identify common objects that are attracted to a magnet.

S1P2c

Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force.