Repealed Date: 08/01/2024

(a) Introduction.
  (1) In Grade 1, students observe and describe the natural world using their senses. Students do science as inquiry in order to develop and enrich their abilities to understand the world around them in the context of scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.
    (A) A central theme in first grade science is active engagement in asking questions, creating a method to answer those questions, answering those questions, communicating ideas, and exploring with scientific tools in order to explain scientific concepts and processes like scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations used in descriptive investigations.
    (B) Matter is described in terms of its physical properties, including relative size, weight, shape, color, and texture. The importance of light, thermal, and sound energy is identified as it relates to the students' everyday life. The location and motion of objects are explored.
    (C) Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather. In addition, patterns are observed in the appearance of objects in the sky.
    (D) In life science, students recognize the interdependence of organisms in the natural world. They understand that all organisms have basic needs that can be satisfied through interactions with living and nonliving things. Students will investigate life cycles of animals and identify likenesses between parents and offspring.
  (2) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process."
  (3) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.
  (4) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time.
  (5) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(b) Knowledge and skills.
  (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:
    (A) identify, discuss, and demonstrate safe and healthy practices as outlined in Texas Education agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately; and
    (B) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
  (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:
    (A) ask questions about organisms, objects, and events observed in the natural world;
    (B) plan and conduct simple descriptive investigations;
    (C) collect data and make observations using simple tools;
    (D) record and organize data using pictures, numbers, and words; and
    (E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
  (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:
    (A) identify and explain a problem and propose a solution;
    (B) make predictions based on observable patterns; and
    (C) describe what scientists do.
  (4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
    (A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles or chemical splash goggles, as appropriate; timing devices; non-standard measuring items; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and
    (B) measure and compare organisms and objects using non-standard units.
  (5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to:
    (A) classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture;
    (B) predict and identify changes in materials caused by heating and cooling; and
    (C) classify objects by the materials from which they are made.
  (6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to:
    (A) identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life;
    (B) predict and describe how a magnet can be used to push or pull an object; and
    (C) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.
  (7) Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to:
    (A) observe, compare, describe, and sort components of soil by size, texture, and color;
    (B) identify and describe a variety of natural sources of water, including streams, lakes, and oceans; and
    (C) identify how rocks, soil, and water are used to make products.
  (8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
    (A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
    (B) observe and record changes in the appearance of objects in the sky such as the Moon and stars, including the Sun;
    (C) identify characteristics of the seasons of the year and day and night; and
    (D) demonstrate that air is all around us and observe that wind is moving air.
  (9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to:
    (A) sort and classify living and nonliving things based upon whether they have basic needs and produce offspring;
    (B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and
    (C) gather evidence of interdependence among living organisms such as energy transfer through food chains or animals using plants for shelter.
  (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
    (A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
    (B) identify and compare the parts of plants;
    (C) compare ways that young animals resemble their parents; and
    (D) observe and record life cycles of animals such as a chicken, frog, or fish.

Source Note: The provisions of this §112.12 adopted to be effective August 4, 2009, 34 TexReg 5062; amended to be effective August 27, 2018, 42 TexReg 5052