Minnesota Science Learning Standards — Grade 1

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When asked "How do You Know?", students support their answer with observations. For example: Use observations to tell why a squirrel is a living thing.

Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.

Observe that many living and nonliving things are made of parts and that if a part is missing or broken, they may not function properly.

Recognize that tools are used by people, including scientists and engineers, to gather information and solve problems. For example: Magnifier, snowplow, calculator.

Group or classify rocks in terms of color, shape and size.

Describe similarities and differences between soil and rocks. For example: Use screens to separate components of soil and observe the samples using a magnifier.

Identify and describe large and small objects made of Earth materials.

Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors.

Recognize that animals need space, water, food, shelter and air.

Describe ways in which an animal's habitat provides for its basic needs. For example: Compare students' houses with animal habitats.

Demonstrate an understanding that animals pass through life cycles that include a beginning, development into adults, reproduction and eventually death. For example: Use live organisms or pictures to observe the changes that occur during the life cycle of butterflies, meal worms or frogs.

Recognize that animals pass through the same life cycle stages as their parents.