What does science look like this year?

Students study light and sound, how plants and animals survive, and patterns in the sun, moon, and stars. They also try simple design projects, like building something that sends a message across the room. Most learning happens through hands-on investigation, not reading from a textbook.

How can I help with science at home?

Go outside and notice things together. Watch when the sun rises, find the moon at night, listen for which sounds make a window buzz, or look at how a bird uses its beak. Five minutes of noticing and one good question beats any worksheet.

My child loves to ask why. Is that science?

Yes, that is the whole point at this age. Curiosity, careful looking, and trying things out are the habits first grade science is built on. Take the question seriously and try to find out together, even if the answer is just a guess to test.

How should I sequence the units across the year?

A common path is light and sound in fall, sun and daylight patterns through fall and winter so students can track the change, plants and animals in spring, and the engineering and sustainability work woven through each unit. Save the daylight observations for a stretch that crosses two seasons.

What does mastery look like by June?

Students can explain that we see things because light hits them, that vibrations make sound, and that young plants and animals look like their parents but not exactly. They can also describe a pattern they noticed in the sky and sketch a simple design that solves a real problem.

Does my child need to memorise science facts?

Not really. The work is about noticing patterns and explaining them with evidence, not reciting definitions. If students can tell a short story about what they saw and why they think it happened, that is the goal.

Which topics usually need the most reteaching?

Two ideas tend to stick slowly: that objects are only visible when light reaches them, and that sound is caused by vibration. Plan to revisit both with fresh materials later in the year. The sun and moon patterns also need repeat observations over weeks before students trust what they see.

How does engineering fit into first grade science?

Students design simple solutions to real problems, like sending a signal across the playground or copying how an animal grips or hides. The point is to try, test, and improve a design, not to build something perfect. Keep materials cheap so students feel safe to redo it.

How will I know my child is ready for next year?

Ready students ask questions about how things work, make a guess, and check it by looking or trying. They can describe what they saw in a few sentences and use words like light, sound, parent, and pattern in the right way. The science vocabulary will grow next year; the habits matter more now.

What does a student learn in ?

This is the year students start acting like scientists, testing ideas instead of just naming things. They investigate how light lets us see objects and how vibrations make sound, then use what they learn to build a simple way to send a message across the room. Students also watch the sky and notice patterns in the sun, moon, and seasons. By spring, they can explain what a plant or animal needs to survive and point out how baby animals look like their parents but not exactly.

Light and sound
Plants and animals
Baby animals and parents
Sun, moon, and stars
Seasons
Designing solutions

Source: Washington Washington K-12 Learning Standards

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Light and how we see
Students learn that objects are only visible when light shines on them. They test what happens when different materials, like paper, plastic, or foil, block a flashlight beam.
2
Sound and vibration
Students discover that sound comes from things shaking and that loud sounds can shake things back. They use what they learn to build a simple tool that sends a message across the room.
3
Sky patterns through the year
Students watch the sun, moon, and stars and notice patterns they can predict. They also track how daylight stretches longer in summer and shrinks in winter.
4
Plants, animals, and their young
Students look at how animal parents care for their babies and how baby plants and animals resemble their parents without being identical. They borrow ideas from nature to solve a human problem, like designing a coat inspired by fur.
5
Caring for our place
Students explore the school grounds and nearby community, including tribal connections, to see how people and nature shape each other. They plan small actions to help the local environment.

Mastery Learning Standards

The required skills a student should display by the end of Grade 1.

Physical Science

Use evidence, data, and investigation to show and explain how light and sound…

WA.1.PS2

Students explore how light and sound travel and behave, then use what they learn to solve a real problem, like designing a way to send a signal or message to someone.
Plan and conduct investigations to provide evidence that vibrating materials…

1-PS4-1

Students shake, tap, or pluck objects to discover that vibrations make sound. Then they flip it: they show that a loud sound can make another object move or tremble.
Make observations to construct an evidence-based account that objects can be…

1-PS2-2

Students learn that objects are invisible in the dark. They practice explaining why light is what makes things visible, using what they actually observe.
Plan and conduct an investigation to determine the effect of placing objects…

1-PS2-3

Students find out what happens when different materials block or redirect a beam of light. Some let light through, some block it completely, and some scatter it in a new direction.
Use tools and materials to design and build a device that uses light or sound…

1-PS2-4

Students design and build a simple device that sends a message using light or sound, like a signal lamp or a tin-can phone, to solve the problem of talking to someone far away.

Standard	Definition	Code
Use evidence, data, and investigation to show and explain how light and sound…	Students explore how light and sound travel and behave, then use what they learn to solve a real problem, like designing a way to send a signal or message to someone.	WA.1.PS2
Plan and conduct investigations to provide evidence that vibrating materials…	Students shake, tap, or pluck objects to discover that vibrations make sound. Then they flip it: they show that a loud sound can make another object move or tremble.	1-PS4-1
Make observations to construct an evidence-based account that objects can be…	Students learn that objects are invisible in the dark. They practice explaining why light is what makes things visible, using what they actually observe.	1-PS2-2
Plan and conduct an investigation to determine the effect of placing objects…	Students find out what happens when different materials block or redirect a beam of light. Some let light through, some block it completely, and some scatter it in a new direction.	1-PS2-3
Use tools and materials to design and build a device that uses light or sound…	Students design and build a simple device that sends a message using light or sound, like a signal lamp or a tin-can phone, to solve the problem of talking to someone far away.	1-PS2-4

Physical Science

Use evidence, data, and investigation to show and explain how light and sound…

WA.1.PS2

Students explore how light and sound travel and behave, then use what they learn to solve a real problem, like designing a way to send a signal or message to someone.
Plan and conduct investigations to provide evidence that vibrating materials…

1-PS4-1

Students shake, tap, or pluck objects to discover that vibrations make sound. Then they flip it: they show that a loud sound can make another object move or tremble.
Make observations to construct an evidence-based account that objects can be…

1-PS2-2

Students learn that objects are invisible in the dark. They practice explaining why light is what makes things visible, using what they actually observe.
Plan and conduct an investigation to determine the effect of placing objects…

1-PS2-3

Students find out what happens when different materials block or redirect a beam of light. Some let light through, some block it completely, and some scatter it in a new direction.
Use tools and materials to design and build a device that uses light or sound…

1-PS2-4

Students design and build a simple device that sends a message using light or sound, like a signal lamp or a tin-can phone, to solve the problem of talking to someone far away.

Standard	Definition	Code
Use evidence, data, and investigation to show and explain how light and sound…	Students explore how light and sound travel and behave, then use what they learn to solve a real problem, like designing a way to send a signal or message to someone.	WA.1.PS2
Plan and conduct investigations to provide evidence that vibrating materials…	Students shake, tap, or pluck objects to discover that vibrations make sound. Then they flip it: they show that a loud sound can make another object move or tremble.	1-PS4-1
Make observations to construct an evidence-based account that objects can be…	Students learn that objects are invisible in the dark. They practice explaining why light is what makes things visible, using what they actually observe.	1-PS2-2
Plan and conduct an investigation to determine the effect of placing objects…	Students find out what happens when different materials block or redirect a beam of light. Some let light through, some block it completely, and some scatter it in a new direction.	1-PS2-3
Use tools and materials to design and build a device that uses light or sound…	Students design and build a simple device that sends a message using light or sound, like a signal lamp or a tin-can phone, to solve the problem of talking to someone far away.	1-PS2-4

Life Science

Use research and investigation to show and explain how plants and animals use…

WA 1.LS1

Plants and animals have body parts that help them stay alive, find food, and stay safe. Students study how those parts work, then use what they learn to design a solution to a real problem.
Use materials to design a solution to a human problem by mimicking how plants…

1-LS1-1

Students look at how animals and plants use their body parts to survive, then use that idea to design something that solves a real human problem. A beaver's flat tail or a cactus's thick skin might inspire the solution.
Read texts and use media to determine patterns in behavior of parents and…

1-LS1-2

Students look at books and videos to find patterns in how animal parents help their young survive, like a bird feeding its chicks or a cat teaching her kittens to hunt.
Use observational evidence to show and explain similarities and differences…

WA 1.LS3

Students look at real plants and animals to find what parents and their offspring share, like leaf shape or body color, and what looks different. They use those observations to explain the patterns they see.
Make observations to construct an evidence-based account that young plants and…

1-LS3-1

Students look closely at baby animals and young plants to notice which features match the parent and which ones differ. A puppy looks like its mother but may have a different spot pattern or color.

Standard	Definition	Code
Use research and investigation to show and explain how plants and animals use…	Plants and animals have body parts that help them stay alive, find food, and stay safe. Students study how those parts work, then use what they learn to design a solution to a real problem.	WA 1.LS1
Use materials to design a solution to a human problem by mimicking how plants…	Students look at how animals and plants use their body parts to survive, then use that idea to design something that solves a real human problem. A beaver's flat tail or a cactus's thick skin might inspire the solution.	1-LS1-1
Read texts and use media to determine patterns in behavior of parents and…	Students look at books and videos to find patterns in how animal parents help their young survive, like a bird feeding its chicks or a cat teaching her kittens to hunt.	1-LS1-2
Use observational evidence to show and explain similarities and differences…	Students look at real plants and animals to find what parents and their offspring share, like leaf shape or body color, and what looks different. They use those observations to explain the patterns they see.	WA 1.LS3
Make observations to construct an evidence-based account that young plants and…	Students look closely at baby animals and young plants to notice which features match the parent and which ones differ. A puppy looks like its mother but may have a different spot pattern or color.	1-LS3-1

Life Science

Use research and investigation to show and explain how plants and animals use…

WA 1.LS1

Plants and animals have body parts that help them stay alive, find food, and stay safe. Students study how those parts work, then use what they learn to design a solution to a real problem.
Use materials to design a solution to a human problem by mimicking how plants…

1-LS1-1

Students look at how animals and plants use their body parts to survive, then use that idea to design something that solves a real human problem. A beaver's flat tail or a cactus's thick skin might inspire the solution.
Read texts and use media to determine patterns in behavior of parents and…

1-LS1-2

Students look at books and videos to find patterns in how animal parents help their young survive, like a bird feeding its chicks or a cat teaching her kittens to hunt.
Use observational evidence to show and explain similarities and differences…

WA 1.LS3

Students look at real plants and animals to find what parents and their offspring share, like leaf shape or body color, and what looks different. They use those observations to explain the patterns they see.
Make observations to construct an evidence-based account that young plants and…

1-LS3-1

Students look closely at baby animals and young plants to notice which features match the parent and which ones differ. A puppy looks like its mother but may have a different spot pattern or color.

Standard	Definition	Code
Use research and investigation to show and explain how plants and animals use…	Plants and animals have body parts that help them stay alive, find food, and stay safe. Students study how those parts work, then use what they learn to design a solution to a real problem.	WA 1.LS1
Use materials to design a solution to a human problem by mimicking how plants…	Students look at how animals and plants use their body parts to survive, then use that idea to design something that solves a real human problem. A beaver's flat tail or a cactus's thick skin might inspire the solution.	1-LS1-1
Read texts and use media to determine patterns in behavior of parents and…	Students look at books and videos to find patterns in how animal parents help their young survive, like a bird feeding its chicks or a cat teaching her kittens to hunt.	1-LS1-2
Use observational evidence to show and explain similarities and differences…	Students look at real plants and animals to find what parents and their offspring share, like leaf shape or body color, and what looks different. They use those observations to explain the patterns they see.	WA 1.LS3
Make observations to construct an evidence-based account that young plants and…	Students look closely at baby animals and young plants to notice which features match the parent and which ones differ. A puppy looks like its mother but may have a different spot pattern or color.	1-LS3-1

Earth and Space Sciences

Use evidence, data, and observation to notice and describe patterns in daylight…

WA 1.ESS1

Students watch how the sun moves across the sky each day, track when the moon rises and sets, and look for patterns in what they see. They use what they observe to explain why days and nights happen the way they do.
Use observations of the sun, moon

1-ESS1-1

Students watch how the sun moves across the sky each day and how the moon's shape seems to change each month. Over time, they spot patterns that repeat and can predict what comes next.
Make observations at different times of year to relate the amount of daylight…

1-ESS1-2

Students track how daylight hours change across the seasons, noticing that summer days stay light longer and winter days get dark earlier.

Standard	Definition	Code
Use evidence, data, and observation to notice and describe patterns in daylight…	Students watch how the sun moves across the sky each day, track when the moon rises and sets, and look for patterns in what they see. They use what they observe to explain why days and nights happen the way they do.	WA 1.ESS1
Use observations of the sun, moon	Students watch how the sun moves across the sky each day and how the moon's shape seems to change each month. Over time, they spot patterns that repeat and can predict what comes next.	1-ESS1-1
Make observations at different times of year to relate the amount of daylight…	Students track how daylight hours change across the seasons, noticing that summer days stay light longer and winter days get dark earlier.	1-ESS1-2

Earth and Space Sciences

Use evidence, data, and observation to notice and describe patterns in daylight…

WA 1.ESS1

Students watch how the sun moves across the sky each day, track when the moon rises and sets, and look for patterns in what they see. They use what they observe to explain why days and nights happen the way they do.
Use observations of the sun, moon

1-ESS1-1

Students watch how the sun moves across the sky each day and how the moon's shape seems to change each month. Over time, they spot patterns that repeat and can predict what comes next.
Make observations at different times of year to relate the amount of daylight…

1-ESS1-2

Students track how daylight hours change across the seasons, noticing that summer days stay light longer and winter days get dark earlier.

Standard	Definition	Code
Use evidence, data, and observation to notice and describe patterns in daylight…	Students watch how the sun moves across the sky each day, track when the moon rises and sets, and look for patterns in what they see. They use what they observe to explain why days and nights happen the way they do.	WA 1.ESS1
Use observations of the sun, moon	Students watch how the sun moves across the sky each day and how the moon's shape seems to change each month. Over time, they spot patterns that repeat and can predict what comes next.	1-ESS1-1
Make observations at different times of year to relate the amount of daylight…	Students track how daylight hours change across the seasons, noticing that summer days stay light longer and winter days get dark earlier.	1-ESS1-2

K–2 Engineering, Technology, and Applications of Science

Use modeling, investigation

WA 1.ETS1

Students pick a simple problem, build or draw a solution, test it, and use what they learn to make it better. This is the basic loop engineers follow every time they solve a problem.

Standard	Definition	Code
Use modeling, investigation	Students pick a simple problem, build or draw a solution, test it, and use what they learn to make it better. This is the basic loop engineers follow every time they solve a problem.	WA 1.ETS1

K–2 Engineering, Technology, and Applications of Science

Use modeling, investigation

WA 1.ETS1

Students pick a simple problem, build or draw a solution, test it, and use what they learn to make it better. This is the basic loop engineers follow every time they solve a problem.

Standard	Definition	Code
Use modeling, investigation	Students pick a simple problem, build or draw a solution, test it, and use what they learn to make it better. This is the basic loop engineers follow every time they solve a problem.	WA 1.ETS1

Environmental and Sustainability Education

Apply project-based learning to communicate about and act upon solutions for…

WA.1.ESE.1

Students identify a real environmental problem nearby, then plan and carry out a project that helps. They work with people in their community, including local tribal members, to put their solution into action.
Design an investigation to explore how money, society

1.ESE.1-1

Students explore how everyday choices about money and the environment affect their local community, then design a simple investigation around a real problem nearby.
Explore school grounds to engage in inquiry and explain scientific phenomena…

1.ESE.1-2

Students walk the school grounds to notice how trees, soil, and weather affect the buildings and sidewalks around them, and how those structures change the natural space in return.
Apply the knowledge and skills necessary to communicate about and act on…

1.ESE.1-3

Students learn to spot a real problem in their community, like litter or wasted water, and work with others to do something about it. They practice explaining their ideas and taking small actions that help their neighborhood.

Standard	Definition	Code
Apply project-based learning to communicate about and act upon solutions for…	Students identify a real environmental problem nearby, then plan and carry out a project that helps. They work with people in their community, including local tribal members, to put their solution into action.	WA.1.ESE.1
Design an investigation to explore how money, society	Students explore how everyday choices about money and the environment affect their local community, then design a simple investigation around a real problem nearby.	1.ESE.1-1
Explore school grounds to engage in inquiry and explain scientific phenomena…	Students walk the school grounds to notice how trees, soil, and weather affect the buildings and sidewalks around them, and how those structures change the natural space in return.	1.ESE.1-2
Apply the knowledge and skills necessary to communicate about and act on…	Students learn to spot a real problem in their community, like litter or wasted water, and work with others to do something about it. They practice explaining their ideas and taking small actions that help their neighborhood.	1.ESE.1-3

Environmental and Sustainability Education

Apply project-based learning to communicate about and act upon solutions for…

WA.1.ESE.1

Students identify a real environmental problem nearby, then plan and carry out a project that helps. They work with people in their community, including local tribal members, to put their solution into action.
Design an investigation to explore how money, society

1.ESE.1-1

Students explore how everyday choices about money and the environment affect their local community, then design a simple investigation around a real problem nearby.
Explore school grounds to engage in inquiry and explain scientific phenomena…

1.ESE.1-2

Students walk the school grounds to notice how trees, soil, and weather affect the buildings and sidewalks around them, and how those structures change the natural space in return.
Apply the knowledge and skills necessary to communicate about and act on…

1.ESE.1-3

Students learn to spot a real problem in their community, like litter or wasted water, and work with others to do something about it. They practice explaining their ideas and taking small actions that help their neighborhood.

Standard	Definition	Code
Apply project-based learning to communicate about and act upon solutions for…	Students identify a real environmental problem nearby, then plan and carry out a project that helps. They work with people in their community, including local tribal members, to put their solution into action.	WA.1.ESE.1
Design an investigation to explore how money, society	Students explore how everyday choices about money and the environment affect their local community, then design a simple investigation around a real problem nearby.	1.ESE.1-1
Explore school grounds to engage in inquiry and explain scientific phenomena…	Students walk the school grounds to notice how trees, soil, and weather affect the buildings and sidewalks around them, and how those structures change the natural space in return.	1.ESE.1-2
Apply the knowledge and skills necessary to communicate about and act on…	Students learn to spot a real problem in their community, like litter or wasted water, and work with others to do something about it. They practice explaining their ideas and taking small actions that help their neighborhood.	1.ESE.1-3

Common Questions

What does science look like this year?
Students study light and sound, how plants and animals survive, and patterns in the sun, moon, and stars. They also try simple design projects, like building something that sends a message across the room. Most learning happens through hands-on investigation, not reading from a textbook.
How can I help with science at home?
Go outside and notice things together. Watch when the sun rises, find the moon at night, listen for which sounds make a window buzz, or look at how a bird uses its beak. Five minutes of noticing and one good question beats any worksheet.
My child loves to ask why. Is that science?
Yes, that is the whole point at this age. Curiosity, careful looking, and trying things out are the habits first grade science is built on. Take the question seriously and try to find out together, even if the answer is just a guess to test.
How should I sequence the units across the year?
A common path is light and sound in fall, sun and daylight patterns through fall and winter so students can track the change, plants and animals in spring, and the engineering and sustainability work woven through each unit. Save the daylight observations for a stretch that crosses two seasons.
What does mastery look like by June?
Students can explain that we see things because light hits them, that vibrations make sound, and that young plants and animals look like their parents but not exactly. They can also describe a pattern they noticed in the sky and sketch a simple design that solves a real problem.
Does my child need to memorise science facts?
Not really. The work is about noticing patterns and explaining them with evidence, not reciting definitions. If students can tell a short story about what they saw and why they think it happened, that is the goal.
Which topics usually need the most reteaching?
Two ideas tend to stick slowly: that objects are only visible when light reaches them, and that sound is caused by vibration. Plan to revisit both with fresh materials later in the year. The sun and moon patterns also need repeat observations over weeks before students trust what they see.
How does engineering fit into first grade science?
Students design simple solutions to real problems, like sending a signal across the playground or copying how an animal grips or hides. The point is to try, test, and improve a design, not to build something perfect. Keep materials cheap so students feel safe to redo it.
How will I know my child is ready for next year?
Ready students ask questions about how things work, make a guess, and check it by looking or trying. They can describe what they saw in a few sentences and use words like light, sound, parent, and pattern in the right way. The science vocabulary will grow next year; the habits matter more now.