2020 Colorado Academic Standards Online
Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
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clear Content Area: Science // Grade Level: First Grade // Standard Category: 2. Life Science
Science
First Grade, Standard 2. Life Science
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Prepared Graduates:
- 5. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction.
Grade Level Expectation:
1. All organisms have external parts that they use to perform daily functions.
Evidence Outcomes:
Students Can:
- Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow and meet their needs. (1-LS1-1) (Clarification Statement: Examples of human problems that can be solved could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and detecting intruders by mimicking eyes and ears.)
- Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. (1-LS1-2) (Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make [such as crying, cheeping and other vocalizations] and the responses of the parents [such as feeding, comforting and protecting the offspring].)
Academic Contexts and Connections:
Colorado Essential Skills and Science and Engineering Practices:
- Use materials to design a device that solves a specific problem or a solution to a specific problem. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Creativity/Innovation)
- Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (Obtaining, Evaluating, and Communicating Information) (Civic/Interpersonal: Communication)
- Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence. Scientists look for patterns and order when making observations about the world.
Elaboration on the GLE:
- Students can answer the question: How do the structures of organisms enable life's functions?
- LS1:A Structure and Function: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place and seek, find and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow and produce more plants.
- LS1:B Growth and Development of Organisms: Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.
- LS1:D Information Processing: Animals have body parts that capture and convey different kinds of information needed for growth and survival - for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g., find food, run from a predator). Plants also respond to some external inputs (e.g., turn leaves toward the sun).
Cross Cutting Concepts:
- Structure and Function: The shape and stability of structures of natural and designed objects are related to their function(s).
- Patterns: Patterns in the natural world can be observed, used to describe phenomena and used as evidence.
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Prepared Graduates:
- 7. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how genetic and environmental factors influence variation of organisms across generations.
Grade Level Expectation:
2. Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind.
Evidence Outcomes:
Students Can:
- Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. (1-LS3-1) (Clarification Statement: Examples of patterns could include features that plants or animals share. Examples of observations could include leaves from the same kind of plant that are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same. This performance expectation integrates traditional science content with engineering through a practice or disciplinary core idea.)
Academic Contexts and Connections:
Colorado Essential Skills and Science and Engineering Practices:
- Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (Constructing Explanations and Designing Solutions) (Civic/Interpersonal: Communication).
Elaboration on the GLE:
- Students can answer the questions: How are the characteristics of one generation related to the previous generation? Why do individuals of the same species vary in how they look, function, and behave?
- LS3:A Inheritance of Traits: Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents.
- LS3:B Variation of Traits: Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
Cross Cutting Concepts:
- Patterns: Patterns in the natural and human designed world can be observed, used to describe phenomena and used as evidence.
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us