Grade 1 - Science

In addition to HFCS ‘Āina-based Learning Competencies (click to view), the PK-12 Science Kahua is grounded in the belief that the purpose of science is “Science is best defined as a careful, disciplined, logical search for knowledge about any and all aspects of the universe, obtained by examination of the best available evidence and always subject to correction and improvement upon discovery of better evidence. What's left is magic. And it doesn't work.” (year, Randi).

End of school year grade level outcomes were crosswalked with the HFCS Vision of the Graduate (2013), NGSS, Fountas and Pinnell, and were prioritized using the following criteria (Reeves, 2004): 1) Endurance, 2) Leverage, 3) Readiness, 4) Assessment Requirements.

I. Sense of Place: ʻĀina Learning Competencies

Overarching goals for ʻāina-based curriculum designed to connect the learner to their cultural, linguistic and physical community

II. Sense of Belonging: Science and Engineering Practices

Relating to the real world and observable phenomena to kilo and ask questions and wonder about and identifying, naming, and reading environmental indicators in order to define problems at school/home. By learning about various moʻokūʻauhau and frequently interacting with ʻāina a physical model is developed to test inferences and predictions. Collecting, recording, and sharing observations produces the data from tests to be analyzed and interpreted to determine if the object or tool works as predicted, and connects the science with the engineering practices.

III. Sense of Belonging: Motion, Stability, and Energy

With grade-appropriate proficiencies of science and engineering practices, students are able to make sense of the effects of pushes and pulls (K), understand the relationship between sound and vibrating materials and the functions of light (grade 1), observe and identify properties of materials through analysis and classification of different materials (grade 2).

IV. Sense of Community: From Molecules to Organisms

Through observation and questioning, and carrying out investigations, students begin to develop understandings of what characterizes plants and animals and that humans are animals, what plants and animals (including humans) need to survive, and the relationships between their needs and where they live (K); How plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents help the offspring to survive, and discern how young plants and animals are like but not exactly the same as their parents (grade 1); What plants need to grow and how plants depend on animals for seed dispersal and pollination, and are able to compare the diversity of life in different habitats (grade 2).

V. Sense of Community: Earth’s Systems

Students begin to develop understandings of systems and how system models can be used to make observations and they develop and use models at grade level proficiencies. They develop understandings/skills of patterns and variations in local weather, and the purpose of weather forecasting to prepare for, and respond to, severe weather (K); Using observation, description, and prediction to make sense of patterns of the movements of objects in the sky (grade 1); Using information and models to identify and represent the shapes and kinds of land and bodies of water in an area where water is found on Earth (grade 2).

VI. Sense of Responsibility: Earth and Human Activity

Through reading grade-appropriate texts and/or other forms of media and through observations and questioning, students begin to understand that Humans impact the land, water, air, and/or other living things in the local environment (K-2); Representations (i.e. models) are useful in communicating ideas for a problem’s solutions to other people (K); Wind and water can change the shape of the land, and design solutions can be compared and used to slow or prevent such change (grade 2).

S.1.1Learn about my various moʻokūʻauhau (i.e. my ʻohana, my school, my home/school ʻāina).
S.1.2Use ʻōlelo Hawaiʻi words to kilo, identify, name, and read environmental indicators (i.e. senses, intuition, prior knowledge) in order to make inferences and predictions.
S.1.3Demonstrate loina when participating in cultural protocol (i.e. schoolwide piko, oli mahalo, puka kula, kamaʻāina/malihini).
S.1.4Frequently interact with my ʻāina at various times of day and year to develop a relationship with ʻāina.
S.1.5Celebrate the accomplishments of historical and contemporary Hawaiian community leaders and emulate their actions (i.e. aliʻi, ʻōpūaliʻi/kapu aloha, kiaʻi).

S.1.6Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question.
S.1.7Kilo and interact with ʻāina frequently to collect data that can be used to make comparisons.
S.1.8Use ʻōlelo Hawaiʻi words to identify, name, and read environmental indicators to describe patterns in the natural world in order to answer specific questions.
S.1.9Kilo and use ʻōlelo Hawaiʻi words to make inferences and predictions that serve as an evidence-based account for natural phenomena.
S.1.10Use tools and materials provided to design a device that solves a specific problem.
S.1.11Read grade-appropriate texts, use media to obtain scientific information, use ʻōlelo Hawaiʻi words to ask questions and kilo when learning about various moʻokūʻauhau to determine patterns in the natural world.
S.1.12Demonstrate loina when presenting ideas and solutions in oral and written forms using models and drawings.

S.1.13Vibrating materials can make sound and that sound can make materials vibrate.
S.1.14Objects can be seen if light is available to illuminate them or if they create their own light.
S.1.15Transparent materials allow light to pass through them, translucent materials allow only some light to pass through, and opaque materials block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors are reflective materials that can be used to redirect a light beam.
S.1.16People use a variety of devices to communicate by sending and receiving information such as light and sound, over long distances.

S.1.17All organisms have external parts. Different animals use their body parts to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and process food, water, and air. Plants also have different parts that help them survive and grow.
S.1.18Adult plants and animals (including humans) can have young. In many kinds of animals, parents and the offspring engage in certain patterns of behavior that help them survive.
S.1.19Young animals (including humans) are very much like, but not exactly alike, their parents. Plants are also very much, but not exactly, like their parents.
S.1.20Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

S.1.21Patterns of the motion of the Sun, moon, and stars in the sky during the day and at night can be observed, described, and predicted.
S.1.22Seasonal patterns of sunrise and sunset (observed by comparing the amount of daylight in the winter to the amount in the spring or fall) can be observed, described, and predicted.

Standard Definitions

I. Sense of Place: ʻĀina Learning Competencies

II. Sense of Belonging: Science and Engineering Practices

III. Sense of Belonging: Motion, Stability, and Energy

IV. Sense of Community: From Molecules to Organisms

V. Sense of Community: Earth’s Systems