Standards identified as essential for mastery by the end of the grade level are indicated with gray shading and an “E.” The learning outcome statement for each domain immediately precedes each set of standards.
Reading Foundations
Learning Outcome: Students develop word recognition by building on print concepts, phonemic awareness, and phonics to decode.
Print Concepts
1.RF.1
Recognize components of a sentence (e.g., capitalization, first word, ending punctuation).
Phonemic Awareness
1.RF.2
Blend sounds, including consonant blends, to produce single- and multi-syllable words. (E)
1.RF.3
Identify and produce beginning, middle (medial), and final sounds in single-syllable words. (E)
1.RF.4
Segment individual phonemes in one-syllable words. (E)
Decoding
1.RF.5
Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. (E)
1.RF.6
Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)
1.RF.7
Decode grade-appropriate base words and affixes including common prefixes plurals, verb tense, inflectional suffixes (e.g., plurals, verb tenses), simple compound words (e.g., cupcake), and contractions (e.g., isn’t). (E)
1.RF.8
Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
Reading Comprehension
Learning Outcome: Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.
1.RC.1
Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)
1.RC.2
Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate comprehension of their central message or lesson.
1.RC.3
Using key details, identify and describe the elements of plot, character, and setting. (E)
1.RC.4
Make and confirm predictions about what will happen next in a story.
4
2023 Indiana Academic Standards: Grade 1 English/Language Arts
1.RC.5
Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
1.RC.6
Retell main ideas and key details of a text. (E)
1.RC.7
Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text.
1.RC.8
Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship. (E)
1.RC.9
Demonstrate comprehension that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.
1.RC.10
Define and sort words into categories (e.g., antonyms, living things, synonyms). (E)
Writing
Learning Outcome: Students produce writing for a variety of purposes applying their knowledge of language and sentence structure.
1.W.1
Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.
1.W.2
Produce (when writing or speaking) logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate), and give reasons why the proposal should be considered. (E)
1.W.3
Produce (when writing or speaking) a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement. (E)
1.W.4
Produce (when writing or speaking) narratives using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. (E)
1.W.5
With support, apply the writing process to:
a. Plan by generating ideas for writing through oral discussions and drawings; b. Develop drafts in pictorial or written form by organizing ideas;
c. Revise writing to add details in pictures or words (e.g., sentence structure); edit writing for conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and
d. Use available technology to produce and publish legible documents.
1.W.6
With support, conduct research on a topic.
a. Identify several sources of information and indicate the sources.
b. Organize information, using graphic organizers or other aids.
c. Make informal presentations on information gathered.
5
2023 Indiana Academic Standards: Grade 1 English/Language Arts
1.W.7
Demonstrate command of English grammar and usage, when writing or speaking, focusing on:
a. Nouns/Pronouns – Using sentences that include common and proper nouns and personal pronouns.
b. Verbs – Using sentences with verbs to convey a sense of past, present, and future. c. Usage – Using complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1.W.8
Demonstrate command of capitalization, punctuation, and spelling, focusing on:
a. Capitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I.
b. Punctuation –
I. Correctly using a period, question mark, and exclamation mark at the end of a sentence.
II. Using commas in dates and to separate items in a series.
c. Encoding –
I. Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions.
II. Correctly spelling words with common spelling patterns.
III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E)
Communication and Collaboration
Learning Outcome: Students actively listen and participate in discussions using details and answering questions.
1.CC.1
Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)
1.CC.2
Listen to others, take turns speaking about the topic, and add one’s own ideas in small group discussions or tasks.
1.CC.3
Ask and answer questions about what a speaker says to clarify something that is not understood.
1.CC.4
Ask and answer questions about key details in what is read, heard, or viewed to demonstrate comprehension. (E)
1.CC.5
Speaking audibly and using appropriate language, recite poems, rhymes, songs, and stories, with careful attention to sensory detail when describing people, places, things, and events.
1.CC.6
Add drawings or other visual displays, such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.
1.CC.7
Give and follow oral directions with two or three steps.
Standards identified as essential for mastery by the end of the grade level are indicated with gray shading and an “E.” The learning outcome statement for each domain immediately precedes each set of standards.
Number Sense
Learning Outcome: Students fluently count, read, and represent numbers up to 120 and apply place value concepts to two-digit numbers.
1.NS.1
Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. (E)
1.NS.2
Model place value concepts of two-digit numbers, multiples of 10, and equivalent forms of whole numbers using objects and drawings. (E)
1.NS.3
Match the ordinal numbers (e.g., first, second, third) with an ordered set of up to 20 items.
1.NS.4
Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols > , = , and <. (E)
Computation and Algebraic Thinking
Learning Outcome: Within the numbers 1-20, students demonstrate fluency and apply addition and subtraction strategies to solve real-world problems. Students apply place value and number sense to add numbers within 100 and investigate beginning algebra concepts through the growing number patterns within 100.
1.CA.1
Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Model the role of 0 and the equal sign in addition and subtraction using objects or drawings. (E)
1.CA.2
Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). (E)
1.CA.3
Using number sense and place value strategies, add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. Use models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. (E)
1.CA.4
Create, extend, and give an appropriate rule for number patterns using addition within 100.
6
2023 Indiana Academic Standards: Grade 1 Mathematics
Geometry
Learning Outcome: Students make observations about a shape's defining attributes and utilize them to classify, draw, and compose two-dimensional or three-dimensional shapes. Students begin exploring fractional foundations through the partitioning of rectangles and circles.
1.G.1
Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes.
1.G.2
Use two-dimensional shapes (e.g., rectangles, squares, trapezoids, triangles, half-circles, quarter-circles) or three-dimensional shapes (e.g., cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. [In grade 1, students do not need to learn formal names such as "right rectangular prism."]
1.G.3
Partition circles and rectangles into two and four equal parts; describe the parts using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of, the parts. Understand for partitioning circles and
rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.
Measurement
Learning Outcome: Using standard and non-standard measurements, students compare and order objects, tell time to the hour and half-hour, and investigate beginning concepts of money.
1.M.1
Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature. (E)
1.M.2
Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Explain how to read hours and minutes using digital clocks. (E)
1.M.3
Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes.
Data Analysis
Learning Outcome: Students collect, organize, and evaluate simple data using grade-level appropriate strategies.
1.DA.1
With guidance, collect data from a simple survey or collaborative investigation; organize data into appropriate single-unit bar graphs, pictographs, and/or tables and draw conclusions based on mathematical observations, comparisons, and grade-level computation strategies. (E)
Standard Number Title
Students who demonstrate understanding can:
Standard
Performance Expectation: A statement that combines practices, core ideas, and
Number
crosscutting concepts together to describe how students can show what they have learned. [Clarification Statement: A statement that supplies examples or additional clarification to Essential
the performance expectation.]
Science and Engineering Practices
Science and Engineering Practices are activities that scientists and engineers engage in to either understand the world or solve the problem.
There are 8 practices. These are integrated into each standard. They were previously found at the beginning of each grade level content standard and known as SEPs.
Connections to the Nature of Science
Connections are listed in either practices or the crosscutting concepts section.
Disciplinary Core Ideas
Disciplinary Core Ideas are concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.
To be considered core, the ideas should meet at least two of the following criteria and ideally all four:
● Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline.
● Provide a key tool for understanding or investigating more complex ideas and solving problems.
● Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge.
● Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology, and applications of science.
A disciplinary core idea is identified as “(secondary)” when the other featured disciplinary core ideas connect to the science and engineering practices and crosscutting concepts as the main focus of the performance expectation.
A boundary statement, where applicable, provides guidance regarding the scope of a performance expectation.
Crosscutting Concepts
Crosscutting concepts are seven ideas such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas.
Connections to Engineering, Technology and Applications of Science
● These connections are drawn from either the Disciplinary Core Ideas or Science and Engineering Practices.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
5
Indiana Academic Standards: Grade 1 Science
1-PS4-1 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
1-PS4-1
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of Essential
vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]
Science and Engineering Practices
SEP.3: Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
● Plan and conduct investigations collaboratively to produce evidence to answer a question.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Investigations Use a Variety of Methods
● Science investigations begin with a question. ● Scientists use different ways to study the world.
Disciplinary Core Ideas
PS4.A: Wave Properties
● Sound can make matter vibrate, and vibrating matter can make sound.
Crosscutting Concepts
CC.2: Cause and Effect
● Simple tests can be designed to gather evidence to support or refute student ideas about causes.
1-PS4-2 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
1-PS4-2 Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
Science and Engineering Practices
SEP.6: Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
● Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation
● Objects can be seen if light is available to illuminate them or if they give off their own light.
Crosscutting Concepts
CC.2: Cause and Effect
● Simple tests can be designed to gather evidence to support or refute student ideas about causes.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
6
Indiana Academic Standards: Grade 1 Science
1-PS4-3 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).]
Science and Engineering Practices
SEP.3: Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
● Plan and conduct investigations collaboratively to produce evidence to answer a question.
Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation
● Some materials allow light to pass through them, others allow only some light through, and others
block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam.
(Boundary: The idea that light travels from place to place is developed through experiences with light
sources, mirrors, and shadows, but no attempt is
made to discuss the speed of light.)
Crosscutting Concepts
CC.2: Cause and Effect
● Simple tests can be designed to gather evidence to support or refute student ideas about causes.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
7
Indiana Academic Standards: Grade 1 Science
1-PS4-4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.]
Science and Engineering Practices
SEP.6: Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
● Use tools and materials provided to design a device that solves a specific problem.
Disciplinary Core Ideas
PS4.C: Information Technologies and Instrumentation
● People also use a variety of devices to
communicate (send and receive information) over long distances.
Crosscutting Concepts
Connections to Engineering, Technology, and
Applications of Science
Influence of Engineering, Technology, and Science, on Society and the Natural World
● People depend on various technologies in their lives; human life would be very different without
technology.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
8
Indiana Academic Standards: Grade 1 Science
1-LS1-1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
1-LS1-1
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
Essential
needs. [Clarification Statement: Examples of human problems that can be solved by
mimicking plant or animal solutions 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.]
Science and Engineering Practices
SEP.6: Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
● Use materials to design a device that solves a specific problem or a solution to a specific
problem.
Disciplinary Core Ideas
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 and
grow.
LS1.D: Information Processing
● Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with
behaviors that help them survive. Plants also
respond to some external inputs.
Crosscutting Concepts
CC.6: Structure and Function
● The shape and stability of structures of natural and designed objects are related to their function(s).
- - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering and Technology on Society and the Natural World
● Every human-made product is designed by applying some knowledge of the natural world and is built
using materials derived from the natural world.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
9
Indiana Academic Standards: Grade 1 Science
1-LS1-2 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [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).]
Science and Engineering Practices
SEP.8: Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
● Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
● Scientists look for patterns and order when
making observations about the world.
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms
● 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.
Crosscutting Concepts
CC.1: Patterns
● Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
10
Indiana Academic Standards: Grade 1 Science
1-LS3-1 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant 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.]
Science and Engineering Practices
SEP.6: Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
● Make observations (firsthand or from media) to construct an evidence-based account for natural
phenomena.
Disciplinary Core Ideas
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.
Crosscutting Concepts
CC.1: Patterns
● Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
11
Indiana Academic Standards: Grade 1 Science
1-ESS1-1 Earth's Place in the Universe
Students who demonstrate understanding can:
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than
our sun are visible at night but not during the day.]
Science and Engineering Practices
SEP.4: Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing
observations.
● Use observations (firsthand or from media) to describe patterns in the natural world in order to
answer scientific questions.
Disciplinary Core Ideas
ESS1.A: The Universe and its Stars
● Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.
Crosscutting Concepts
CC.1: Patterns
● Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
● Science assumes natural events happen today as they happened in the past.
● Many events are repeated.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
12
Indiana Academic Standards: Grade 1 Science
1-ESS1-2 Earth's Place in the Universe
Students who demonstrate understanding can:
1-ESS1-2
Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount Essential
of daylight in the winter to the amount in the spring or fall.]
Science and Engineering Practices
SEP.3: Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
● Make observations (firsthand or from media) to collect data that can be used to make
comparisons.
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System
● Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Crosscutting Concepts
CC.1: Patterns
● Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
13
Indiana Academic Standards: Grade 1 Science
K-2-ETS1-1 Engineering Design
Students who demonstrate understanding can:
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Science and Engineering Practices
SEP.1: Asking Questions and Defining Problems
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.
● Ask questions based on observations to find more information about the natural and/or designed
world(s).
● Define a simple problem that can be solved through the development of a new or improved object or
tool.
Disciplinary Core Ideas
ETS1.A: Defining and Delimiting Engineering Problems
● A situation that people want to change or create can be approached as a problem to be solved through engineering.
● Asking questions, making observations, and
gathering information are helpful in thinking about
problems.
● Before beginning to design a solution, it is important to clearly understand the problem.
K-2-ETS1-2 Engineering Design
Students who demonstrate understanding can:
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Science and Engineering Practices
SEP.2: Developing and Using Models
Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.
● Develop a simple model based on evidence to represent a proposed object or tool.
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions
● Designs can be conveyed through sketches,
drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.
Crosscutting Concepts
CC.6: Structure and Function
● The shape and stability of structures of natural and designed objects are related to their function(s).
Note: Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts appear as defined in the Next Generation Science Standards.
14
Indiana Academic Standards: Grade 1 Science
K-2-ETS1-3 Engineering Design
Students who demonstrate understanding can:
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Science and Engineering Practices
SEP.4: Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing
observations.
● Analyze data from tests of an object or tool to determine if it works as intended.
Disciplinary Core Ideas
ETS1.C: Optimizing the Design Solution
● Because there is always more than one possible solution to a problem, it is useful to compare and
test designs.
Standards identified as essential for mastery by the end of the grade level are indicated with gray shading and an “E.” The learning outcome statement for each domain immediately precedes each set of standards.
History
Learning Outcome: Students identify continuity and change in the different communities around them, including school and neighborhood communities, and identify individuals, events, and symbols that are important to our country.
1.H.1
Identify continuity and change between past and present in community life using primary sources.
● Examples: clothing; the use of technology; methods of transportation; entertainment and customs; the roles of men, women, and children; ethnic and cultural groups; types of work; schools and education in the community; recreation.
1.H.2
Identify American songs and symbols, and discuss their origins.
● Examples: Songs: “The Star-Spangled Banner” and “Yankee Doodle.” Symbols: The U.S. flag, the bald eagle, the Statue of Liberty.
1.H.3
Identify local people from the past who have demonstrated good citizenship. ● Examples: war veterans, community leaders, volunteers.
1.H.4
Identify people and events observed in national celebrations and holidays. (E)
● Examples: Celebrations and holidays, such as Thanksgiving, Reverend Martin Luther King, Jr. Day, Presidents’ Day, Independence Day, Arbor Day, Veterans’ Day.
1.H.5
Develop a simple timeline of important events in the student’s life. (E)
1.H.6
Use the terms past and present; yesterday, today, and tomorrow; and next week and last week to sequentially order events that have occurred in the school. (E)
1.H.7
Explain how clocks and calendars are used to measure time.
1.H.8
Distinguish between historical fact and fiction in American folktales and legends that are part of American culture.
● Examples: Johnny Appleseed, Paul Bunyan, John Henry.
Civics and Government
Learning Outcome: Students explain the meaning of government and why rules and laws are needed in the school and community. They identify individual rights and responsibilities and use a variety of sources to learn about the functions of government and roles of citizens.
1.C.1
Identify rights that people have and the responsibilities that accompany these rights. (E)
● Examples: Students have the right to feel safe in the school and community, and they have the responsibility to follow community safety rules.
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2023 Indiana Academic Standards: Grade 1 Social Studies
1.C.2
Define and give examples of rules and laws in the school and the community, and explain the benefits of these rules and laws.
1.C.3
Describe ways that individual actions can contribute to the common good of the classroom or community.
● Examples: Students help to keep the classroom and school clean by properly disposing of trash.
1.C.4
Define the term citizens and describe the characteristics of good citizenship. (E)
● Examples: fairness, honesty, doing your personal best, respecting your beliefs and differences of others, responsibility to family, respecting property.
1.C.5
Repeat the Pledge of Allegiance and understand that it is a promise to be loyal to the United States.
Geography
Learning Outcome: Students identify the basic elements of maps and globes. They identify selected geographic characteristics of their home, school, and neighborhood.
1.G.1
Identify the cardinal directions (i.e., north, south, east, and west) on maps and globes and at the classroom/school. (E)
1.G.2
Identify and describe continents, hemispheres, oceans, cities, and roads on maps and globes. (E)
1.G.3
Identify and describe the relative locations of places in the school setting.
● Examples: The relative location of the school might be described as “across the road from the fire station” or “near the river.”
1.G.4
Identify and describe physical features and human features of the local community, including home, school, and neighborhood.
1.G.5
Compare cultural similarities and differences of various ethnic and cultural groups found in Indiana, such as family traditions and customs and traditional clothing and food.
Economics
Learning Outcome: Students explain how people in the school and community use goods and services and make choices as both producers and consumers.
1.E.1
Identify goods (e.g., tangible objects, such as food or toys, that can satisfy people’s wants) that people use. (E)
1.E.2
Identify services (e.g., actions that someone does for someone else) that people do for each other. (E)
1.E.3
Explain that people have to make choices about goods and services because resources are limited in relation to people’s wants (e.g., scarcity).