Grade 1 Science Weeks 31–32: Teacher Guide and Answer Key
Each daily key follows the same three questions on the student practice page. Question 3 includes an example and acceptance guidance. Fictional records must not be presented as observed classroom results. Observe safety rules and keep advanced enrichment optional.
Week 31: Ask a testable question (Science practices supporting Grade 1 Standards 1–9)
Day 151: Ask a question that can be checked (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: An investigation begins with a question about something observable. Ask what changes and what could be counted. Avoid questions about what an object thinks.
Practice record for scoring (not the worked example): Question cards: A asks, Does this plant like me? B asks, Do two seedlings have the same leaf count after five days?
- Card B.
- Five.
- Ask whether the plant grows leaves with a specified light or water condition. Accept a measurable or visible plant question.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 152: Decide what you will count (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: A science question is more useful when the child knows what result to record. Counting blocks, leaves, or marks can be appropriate at this grade.
Practice record for scoring (not the worked example): Planning card: A child wonders whether two paper boats float equally long. The record has blank spaces for Boat A and Boat B observations.
- Two paper boats.
- Observed results.
- Whether each stays floating for the same short observation period, or count visible changes. Accept an observable measure with adult setup.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 153: Make a careful prediction (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: A prediction states what may happen before the test. It should not be written as an observation. A result can differ from the prediction.
Practice record for scoring (not the worked example): Prediction card: A soft sponge and a wooden block will be placed in an adult-controlled shallow tray of water. No result is printed.
- Sponge and wooden block.
- An adult.
- Sponge may absorb water while block may not; observe both safely for the same time. Accept plausible testable predictions.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 154: Check the test plan (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: A fair comparison changes one thing at a time and keeps other conditions alike where possible. No child needs to handle unsafe materials to learn this.
Practice record for scoring (not the worked example): Plan card: A child wants to compare two toy wheels. In Test 1 one wheel rolls on a rug; in Test 2 a different wheel rolls on a smooth desk.
- Toy wheels.
- Rug and desk.
- Both the wheel and surface changed; use the same wheel on two safe surfaces or same surface for both wheels. Accept one-variable repair.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 155: Independent testable-question check (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: A fresh question must identify something a child can observe or count. Explain how a result would be recorded and do not make up data.
Practice record for scoring (not the worked example): New planning card: Three paper flowers are placed by a window; one is made of thick card, one of tissue, and one of clear plastic. Adult holds each before a large letter.
- Three.
- Tissue.
- Which material makes the letter clearest? Record clear, blurry or blocked for each. Accept a testable question and visible result.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Week 32: Plan a fair comparison (Science practices supporting Grade 1 Standards 1–9)
Day 156: Change one thing (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: For a comparison, keep the objects and observation conditions alike except for what you want to test. This helps interpret results.
Practice record for scoring (not the worked example): Model plan: Test A shines the same small flashlight through clear plastic; Test B shines it through wax paper. The light and distance stay fixed.
- Flashlight.
- Wax paper.
- The material changed while light and distance stayed alike. Accept a clear variable explanation.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 157: Keep counts fair (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: When comparing counts, start with the same amount and observe for the same length of time. Different starting amounts make conclusions harder.
Practice record for scoring (not the worked example): Record: Box A starts with six cubes, and Box B starts with three cubes. After the same gentle shake, two cubes fall out of each box.
- Six.
- Three.
- Equal starts make the comparison fairer. Accept a clear control-of-starting-amount explanation.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 158: Use repeated trials (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: Repeating a safe test can show whether a result is consistent. Keep each trial’s actual result instead of forcing them to match.
Practice record for scoring (not the worked example): Fictional adult-run rolling test: Trial 1 rolls 7 cubes, Trial 2 rolls 8, Trial 3 rolls 7, with the same ramp.
- Eight cubes.
- Three.
- No. Keep all actual results, because variation is evidence. Accept an honesty/reliability reason.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 159: Compare a safer setup (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: Safety is part of planning an investigation. Use paper models, adult guidance, and classroom-safe objects instead of sharp or powered equipment.
Practice record for scoring (not the worked example): Two plans: A uses a small battery light pointed at a wall. B uses a bright lamp aimed into classmates’ eyes.
- Plan A.
- Plan B.
- Point light at wall or use reflected light with an adult. Accept a safe redesign.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.
Day 160: Independent fair-comparison check (Science practices supporting Grade 1 Standards 1–9)
Teaching focus: Use a new plan to identify a change that should be controlled. A good answer does not pretend results have already happened.
Practice record for scoring (not the worked example): Fresh plan: An adult tests the same paper spinner. Trial A is done close to a gentle fan. Trial B is done farther away, but the fan setting also changes.
- Paper spinner.
- Fan setting.
- Keep fan speed constant and move only the spinner distance. Accept one-variable correction.
Check: Ask the learner to explain answer 3 independently. The sample gives an acceptable direction, not a required memorized phrase. Accept evidence-based alternative explanations consistent with the record.