2014-2019 Grade 1 Science Outcomes Final

Children Are Capable of Learning
Teachers Are Responsible for Students Learning
Earth and Space
1ES
Indicator
By the end of the grade, students will be able to:
describe the changes that happen to the weather from season to season and how that affects clothes and shelter.
categorize components according to the environment they belong to (natural or built).
identify components of the solar system.
explain how humans and animals respond to day and night.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences with a variety of materials.
making observations that are relevant to questions asked.
working in cooperative learning teams in an enjoyable learning environment.
following guided inquiry principles in order to deepen their understanding of a topic.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1ES1
describe how
compare how
Identify how
describe the weather and activities that take place in
Term weather varies
weather varies
weather varies
each season.
explore weather conditions through experiments, arts
1
from season to
from season to
from season to
and role plays.
season
season
season
Explanatory Notes:
Through discussions, have students share their observations and experiences of seasonal changes in Abu Dhabi. The
seasons are as follows:
- Summer falls between the months of June-August. It is extremely hot and can be very humid. It is only slightly
cooler at night and there is little rain in the summer months. The summer months also experience sandstorms.
- Winter falls between the months of December-February, it is cooler than the summer but still considered to be
relatively warm. During the winter months, fog is often a problem. Abu Dhabi also experiences its rainy season
during the winter months. Snow rarely occurs but has happened in the mountains of Ras al Khaimah.
- In the spring months of March-May, it is warm outside, flowers are blooming and plants are growing. It is still
2014_2019 Gr.1 Science Learning Outcomes _ Next Review: 2018-2019
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possible to enjoy outdoor activities.

In the autumn months of September-November, the temperatures have dropped and outside activities can resume
with vigour. The winds are stronger and frequent fog occurs in the autumn months.
Provide pictures illustrating different types of weather (cloudy, windy, foggy, rainy, sunny) and different types of
activities (swimming at the beach, skiing in the mountains, flying a kite, playing soccer, taking a walk). Have the
students sort them according to the seasons of summer, winter, spring and autumn. Teach vocabulary words to describe
weather: season, summer, winter, spring, autumn, temperature, cloudy, windy, fog, snow, ice, rain, cloud, hot, cold, cool,
storm, tornado, hurricane, monsoon, blizzard, flood
Provide opportunities for students to explore different weather conditions (wind, extreme weather, sandstorms) through
activities such as:
- Have students make a wind gauge out of simple materials and measure wind strength with a fanor on a windy
day. Students can make their wind gauges out of table-tennis balls, stiff card, thread and sticky tape. As students
are measuring how far the string moves on, ask students questions such as, How does the wind gauge work?,
How easy is it to use?, How well does it work?, What was difficult about making it?, How windy was it
today? Record their answers on chart paper and discuss conclusions.
- Sand storms are very common in Abu Dhabi. Hold a class discussion in which students describe their experiences
during a sandstorm. Ask questions such as, What happened?, What causes sandstorms?, What did you do
during the sandstorm?, How did you feel? The teacher should then generate ideas from the students on safety
measures that should be taken during a sand storm. Some examples could include: seek shelter immediately,
cover your face to protect your eyes, nose and mouth from the dust, do not drive in a sandstorm or stop your car
immediately, close your windows to keep the sand out, stay inside if you can. Have the students conduct a role
play where they are outside playing when a sand storm hits.
- Show the students videos, slide shows and pictures of extreme weather (rain storms, hurricanes, monsoons,
tornados, blizzards, floods). Place students in groups and ask them to use ideas from the videos to make a poster
of an example of extreme weather. Provide various art materials such as poster boards, paint, cotton balls, tissue
paper, colored construction paper, etc). Ask the groups to present their poster to the class and to describe the
different weather characteristics they have illustrated.
1ES2
describe the
compare the
identify the ways
compare and test different types of waterproof fabrics.
identify clothing to wear in hot weather.
Term ways in which
ways in which
in which weather
describe ways that buildings protect us from weather
1
weather
weather
influences the
conditions.
influences the
influences the
clothes that
clothes that
clothes that
people wear and
-

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people wear and

people wear and
the shelters that
the shelters that
the shelters that
people build
people build
people build
Explanatory Notes:
Provide pictures (slide shows, videos, photographs) of rainy weather in different environments. The pictures should show
different types of houses in wet climates, people in the rain, etc. Explain that weather influences the clothes people wear
and the houses that they live in. Ask students to think of times when it rained in Abu Dhabi and things that they did
differently to deal with the rain. Ask questions such as, What do people do when it rains to stay dry?, What season do you
think it is in the photograph?, What season does rain occur here in Abu Dhabi? Have students carry out an experiment in
which they test if different types of materials are waterproof. Provide fabric squares to students (vinyl, rubber, cotton,
polyester, lycra, satin). Have students test the fabrics by securing them over a plastic cup with a rubber band and pouring
water over them. They should pour the same amount of water each time and pour it slowly. Record student results in a
classroom graph and discuss conclusions.
Gather various clothing articles in boxes for both winter and summer (summersunglasses, a sun visor, light colored
clothing, thin fabrics, winterscarf, sweater, winter hat, gloves). Place the students into groups. Provide a scenario e.g., It
is sunny outside. I can hear the waves in the background and feel the sun on my back and ask students to dress one
member of the group according to the weather conditions set out in the scenario. Ask the students to explain why the article
of clothing would help them in the specified weather condition.
Take the students on a walk outside to observe what the neighbourhood buildings and villas are made from. Provide
clipboards to students so that they can make sketches and drawings of what they observe. Discuss the weather in Abu
Dhabi (extreme heat, wind, lots of sun) and the characteristics of what the buildings and villas are made from (thick bricks
and walls that keep the sun out and take longer to heat up inside). Record student observations on chart paper. Show
students pictures (videos, slideshows, photographs) of various types of houses in different types of climates. Discuss why
these houses are built with different materials (in cold climates, snow roofs are usually slanted so that the snow slides off).
Have students design a shelter in a specific climate. Allow time for students to present their shelter to the class and to
provide reasons for the design.
1ES3
classify features
identify features
label features of
describe features of the built environment (the city,
Term of the natural
of the natural
the natural
buildings, stores, roads, bridges) and the reasons they
1
environment and environment and environment and
are necessary.
describe features of the natural environment (wadi
the built
the built
the built
wurayah, savannah, swamp, forest).
environment
environment
environment
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compare natural and built environments in their

environment (the school, playground, park, home,
neighbourhood, city, Abu Dhabi, the UAE).
Explanatory Notes:
Take the students on a walk through the school, the playground and the neighbourhood. Have them identify things that are
built (buildings, roads, grassy areas, landscaped gardens) to things that are natural (the sand, the mountains, local trees
and shrubs). Teach students vocabulary words to describe what they see: environment, desert, island, sand, tree, shrub,
school, building, mall, villa, apartment, city, traffic). Have the class record what they saw on their walk by listing and
illustrating the buildings and natural features of the school neighbourhood. Discuss their features.
Provide examples (pictures, videos, slideshows) of different natural environments (in and around Abu Dhabi e.g., the desert,
the mountains, the Arabian Gulf, sand dunes, wadis, mangroves, sabkhas) and from other places in the world (savannahs
swamps, forests). Allow time for discussion of the features of the natural environments e.g., the Western Region has a large
area of sand dunes that are as high as 300 meters. Introduce different animals that live in the various natural environments.
Plan sorting activities, art activities, collageswhere students make a collage of their favourite animal and its environment,
etc.
Create a giant map of Abu Dhabi that includes both the Sheikh Zayed Bridge and the Mussafah Bridge. Have students walk
around the map counting their footsteps when using both bridges and taking an alternate (longer) route. Compare the
different distances and discuss the reasons that the bridges were built (it makes travel possible, it is shorter and quicker for
travel). Ask students to record their observations into their science notebooks.
1ES4
describe
identify
label components identify and describe the sun, planets and the moon
Term components of
components of
of the solar
through 3-D art projects and drawings.
1
the solar system
the solar system
system
Explanatory Notes:
Over the course of 2-4 lessons, show students slideshows, pictures and videos of the Earth, the Sun, the planets and the
Moon. Hold several classroom discussions in which students listen to and engage in texts and activities describing the
characteristics of the Earth and its Solar System. Provide a variety of art materials (poster boards, paint, clay, different sizes
of Styrofoam balls, markers, wires, boxes, colored pencils) and ask groups of students to create drawings and pictures of
their favourite component of the solar system (the Sun, the Moon, Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune,
Earth). In their same groups, have students make a 3D replica of their planet. Place all the planets in their proper placement
in a display.
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1ES5
Term
1
explain how
outline how
identify how
describe how we respond to the dark at night.
describe ways that animals keep cool during the day.
particular
particular
particular
animals,
animals,
animals,
including
including
including
humans, respond humans, respond humans, respond
to night and day
to night and day
to night and day
Explanatory Notes:
If possible, set up a dark area in the classroom (a tent, cover the windows, etc). Provide opportunities for the students to
play in the dark area. Provide flashlights, books, active learning manipulatives, pillows, etc. Ask students to describe how
they used the books and manipulatives in the dark area. Was it easy to read the book? Did they need to use the flashlight?
What if the flashlight wasnt available? Did they feel scared? Bring the students together and have them discuss their
experiences with a partner. Share their ideas with the class. Ask students to list activities that they normally do at night and
how they are different than day time activities. For example, do they need lights at night? Can they play outside in the dark
at night? Why or why not?
Conduct an investigation in which students can explore ways that animals stay cool during hot days. The investigations will
provide a model to explain cooling by sweating and will explain why many animals make themselves wet in order to keep
cool. Place students in groups of 3-4, provide each student with a damp cloth. Ask students what they think will happen if a
fan is blown on their hands. Record their predictions. Ask students to record their observations. Discuss their conclusions.
Show students pictures of various animals who stay cool in water, e.g., hippopotamuses, elephants, birds, buffaloes, etc.
Living World
Indicator
describe how living things are different from non-living things and what they need to survive.
describe the growth of humans and explain how they use their senses.
describe the growth of a plan and identify its parts.
describe the growth of an animal and compare animals according to their type.
describe how living things get energy.
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1LW
following guided inquiry principles in order to deepen their understanding of a topic.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1LW1 describe the
compare the
identify the
describe that living things need to eat, can move, grow
Term differences
differences
differences
and have babies
compare features of living things by sorting them into
2
between living
between living
between living
categories
and non-living
and non-living
and non-living
things
things
things
Explanatory Notes:
All living things carry out the seven life processes: movement, respiration, sensitivity, growth, reproduction, excretion and
nutrition. The range in grade 1 will be to teach students that living things can move, feed, grow and that animals have
babies. Provide the following information to students: that living things eat, living things move and grow and that animals
have babies (mammals have live babies, reptiles lay eggs, fish hatch eggs). Provide different pictures, videos and slide
shows of different kinds of animals and plants. e.g., animals/plants that live in the water, animals/plants that live on land,
vertebrates (animals that have backbones), invertebrates (animals without backbones).
In small groups, have students sort living things and non-living things into groups. Provide real objects or pictures for the
non-living things and pictures for the living things (animals and plants). Provide additional opportunities for students to sort
the living things. Some categories include:
- living and non-living
- animals/plants in the water, land and air
- vertebrate and invertebrate animals
- fish, birds, mammals
- amphibians and reptiles
- insects and arachnids
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1LW2
Term
2
describe what
living things need
for survival
compare what
living things need
for survival
identify what
living things need
for survival
identify the different types of food that different animals

need to survive.
describe how humans and fish breathe air oxygen and
oxygen from the water.
Explanatory Notes:
Have students list different animals that are pets and identify things that they eat. Discuss the differences in their diets.
Provide examples of clean pet food cans and labels. If real labels are not available print them from the internet. Ask the
student to read what the food is made from. Determine that the ingredients are being made from meat and plants. Ask
students to form groups and to choose their favourite pet to make a pet collage. Have the groups glue pictures of their pet
and the type of food it eats. Remind students to label the pictures. Provide time for students to present their collages to the
class. Conclude with the idea that some types of animals need meat to survive, some animals need plants and others eat
both.
Prepare examples of different types of mammals and fish (pictures, slideshows and videos). Ask students to take a deep
breath. Ask them to describe what they felt and what is happening as they breathe. Ask students what body parts are
working in order to help them breathe (nose, mouth, chest or lungs). Explain that mammals have lungs and that they
breathe air oxygen just like we do. Show different pictures, videos and slideshows of animals and how they breathe. Next,
explain that not all animals breathe oxygen. Ask students if there are other ways that animals can breathe oxygen. Show
different pictures of fish in the ocean, sea, rivers and lakes. Explain that fish have gills and that they need to stay in the
water to breathe oxygen (not air) in order to breathe and survive. Explain that as water passes over a system of extremely
fine gill membranes, fish absorb the waters oxygen content.
Set up an experiment in which students compare their breathing rate to that of goldfish. Split the students into 4 different
groups. Provide stop watches to students, paper and pencils. Have students time their breathing to the fish. Assign 2
students each to count how many times the fishs gills move in 1 minute and how many times a classmate breathes in one
minute. Next, the teacher should count how many times she/he breathes in 1 minute. Have students compare the numbers.
Ask students to describe what happened. Did the students breathe more or less frequently than the fish? Why do they think
this is the case?
- Results: the fish will breathe more times per minute than the humans will. Smaller fish breathe more times per
minute than bigger fish, and children breathe more times per minute than adults.
- Conclusions: we need oxygen in order to breathe and survive. Humans breathe through our noses and our mouths.
Humans are mammals, and the breath that we take makes its way to our mammal lungs. These lungs are adapted to
take oxygen from the air. A fish breathes oxygen as well, but if you take a fish out of water, it will die. This is because
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its body is used to breathing through gills. When a fish breathes, water moves into its mouth and past feathery gills
that are full of blood vessels. As water passes over the gills, the oxygen thats dissolved in the water moves into the
fishs blood and makes its way into its cells. Smaller fish and humans breathe faster than larger fish and humans
because smaller fish and humans also have smaller lungs and gills, which have less capacity to store and process
oxygen than bigger lungs and gills do. So smaller lungs and gills compensate for their size by increasing the breathing
rate.
1LW3 describe the
identify the parts illustrate the
identify and describe different parts of a plant through
Term parts of a plant
of a plant
parts of a plant
observing potted plants and plants in the school
2
environment.
Explanatory Notes:
Take students on a walk around the school grounds so that they may observe the local plants. Take pictures of the plants
that students see. Print the pictures, record on chart paper and label with their names and parts. Have different potted
plants available for the students to observe in the classroom. Have students describe the different plants and their parts.
Discuss each plant part and explain the role of the parts such as:
- the stem carries water and food
- the roots take water from the soil and hold the plants in the soil
- the leaf makes food for the plant
- the flower makes the fruits and contains seeds
Arrange a day to have a salad party. Ask students to bring a vegetable to class that is either a stem, a leaf, a fruit or a
root. Examples are:
- stem vegetables: celery, asparagus, leeks, spring onions, bamboo shoots,
- root vegetables: radish, onions, potatoes, beets, fennel, artichokes, carrots
- leaf vegetables: lettuce, parsley, arugula, cabbage, water cress
- flower/fruit vegetables: broccoli, cauliflower, tomatoes, zucchini, capsicum
When students bring in their vegetables, have them arrange them according to the categories of stem, root, leaf and
flower/fruit. Discuss the different characteristics with the students. The next day (after cutting the vegetables) arrange a
salad bar and allow students to make their own salad. Have different healthy toppings and salad dressings.
1LW4 describe the
identify the
illustrate the
identify that plants need water, oxygen, light, soil and
Term growth of plants
growth of plants
growth of plants
nutrients in order to grow.
describe the growth of plants by observing their own
2
and identify the
and identify the
and identify the
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changes that take changes that

changes that take
seedlings.
place as they
take place as
place as they
grow
they grow
grow
Explanatory Notes:
Have students plant their own beans or sunflower seeds. Provide small pots, potting soil and either beans or sunflower
seeds. Have students place their potted plants in a warm dry area and to make predictions about the seeds growth. Have
students observe their plants every two days for the next three weeks. Have students record their observations e.g., draw
pictures of what the seed looks like before planting, as it grows, make calculations of how much it has grown. The teacher
should get a spray bottle to water the seedlings. Have students compare their seedling from before, during and after the
three weeks of observation. If possible take pictures and record the growth in graphs and have students label and record
their observations.
- At the end of the three weeks, provide students with hand lenses for students to look at the seedlings. Ask them to
briefly discuss what has happened and what they observe. Ask students, How have the plants grown and
changed?
- Ask students to compare their plant with another classmates. Have they grown the same height?
- Ask students to recall how they cared for their plants (they placed them in a place that had light and warmth, they
watered them, the soil provided nutrients). Make the connection that their provisions are what all plants need for
survival (air, food, light and nutrients).
Ask students where they think flowers come from. Explain that buds are flowers that are ready to open up and will
eventually produce a fruit. Provide examples of videos, pictures or slide shows of flowers, buds and fruits. Place students in
groups of 4-6. Give each group a bowl with six different common fruits in it. Encourage the students to feel and smell the
fruits. Have a plate ready with small samples of each fruit for the students to taste. Ask students which were their favourite
fruits and to describe the fruits. Allow each group to discuss their experiences.
1LW5 compare different identify different
illustrate different compare different types of animals by the way they
Term types of animals
types of animals
types of animals
move.
2
Explanatory Notes:
Provide pictures of various types of animals. Have students sort the animals based on how they move e.g., animals that
move slowly, animals that move quickly, animals that swim, animals that crawl, animals that slither, animals that fly,
animals that climb, animals that run fast, animals that hop and animals that swing. Once students have sorted their animals
hold a discussion on why they think the animal moves the way that it does. Compare animal body parts and its mode of
transportation. Discuss where the animals live and ask students if they think its environment affects the way that it moves.
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Ask students if they think that the animal always moves in the same way and what other factors may affect the way it
moves.
Provide pictures, slideshows and videos of various types of animals that are found in Abu Dhabi and those in other countries.
Examples can be found at http://www.uaeinteract.com/nature/default.asp. Compare their external features and how they
survive in the extreme heat. Provide examples of animals found in cooler climates such as in Arctic Circle. Examples can be
found at http://www.mnn.com/earth-matters/animals/photos/13-animals-of-the-arctic/life-in-the-tundra. Compare their
external features and how they survive in the extreme cold.
Prepare an experiment in which students test ice water. Introduce students to the idea that animals need different things to
survive in different places. Ask students to list what adaptations animals may need to survive somewhere cold and
somewhere hot. Use the examples of a Polar Bear and a Arabian Red Fox. Create a bear glove in
which gloves are created to represent their paw. Scoop about one cup of vegetable shortening
into a zip lock bag and then insert the second bag into the shortening filled bag. Make sure to
insert the second bag inside-out, allowing for the edges of the two bags to zip up with each other.
Have the students test the ice water with their hand when theyre not wearing the glove or their
Arabian Red Fox paw and then wear the Polar Bear glove to test the ice water. Ask students to
compare the difference. Ask, How does the Polar Bear paw feel in comparison to the Arabian Red Fox paw in the cold
habitat?, Why is the Polar Bear paw keeping you warmer?, Would Sand Cats survive well in the cold Arctic?
1LW6
Term
2
describe the
growth of animals
and identify the
changes that take
place as they
grow
compare the
growth of
animals and
identify the
changes that
take place as
they grow
identify the
growth of animals
and the changes
that take place as
they grow
represent the lifecycle of a butterfly with clay figures.

match baby animals to their parent animal through
games.
Explanatory Notes:
Discuss the life cycle of a butterfly with students. Show slideshows, pictures and videos of what happens to the butterfly as
it grows and changes. Have the students create the various stages by making clay figures. Provide poster board or heavy
card and have students place the clay figures in the correct sequence and label each stage of the life cycle.
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Provide different pictures, slideshows and videos of baby animals with their parents. Discuss how birds lay eggs, mammals
have live babies, fish hatch eggs, reptiles and amphibians hatch eggs. Provide students pictures of baby animals and adult
animals. In the science center, have the students play a memory game to match the baby animal with its parent. They can
play in pairs or individually.
1LW7 describe how
compare how
identify how
identify foods people and animals eat in order to be
Term people and
people and
people and
healthy, to move and to grow.
2
animals get
animals get
animals get
energy
energy
energy
Explanatory Notes:
Have a class discussion in which students discuss why it is important that people have energy. Have students list on the
board various activities that occur during the day and also during the night. As students to describe the different activities
and how some are harder to complete than others because they require more energy. Provide cards that illustrate different
activities and different types of food. Place the students into groups of 4. Have groups decide which activities occur during
the day and which activities occur at night. Next, ask the groups to choose different food cards and match them to the
activity according to how much energy the activity requires. For example, going to bed does not require a lot of activity and
students may decide that this activity doesnt require food, or it may require a small glass of milk. The same activity can be
completed with animals. Questions to ask before, during and after may be:
- Where do our bodies get energy from?
- What happens if we do not eat? How do we feel when we are hungry? How do we feel when we are thirsty?
- What types of activities do we do during the day? What types of activities do we do during the night? Are they the
same? Do we move more during the day or the night?
- What types of food do we need to feel good? What types of food give us energy?
1LW8 identify and
identify and
identify and
match their senses to the sense organs that detects
Term explain each
compare each
illustrate each
them through exploring real life sounds, smells, tastes,
2
sense and how
sense and how
sense and how
sights and feelings.
describe ways that we use our senses in our daily lives.
we use our
we use our
we use our
senses in our
senses in our
senses in our
daily lives
daily lives
daily lives
Explanatory Notes:
Set up various explorations in which students use their sense organs to explore senses such as:
- Sound: Place different materials in drinking cans such as rice, sand, small nails, tacks, water and packing beans. Tape
openings shut. Ask the students to shake the cans and try to guess what is inside. Ask them what sense they are

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using to hear the cans (sound) and which part of their body they are using to hear (ears).
Sight: In small groups, provide hand lenses and small objects (flower heads, a piece of fabric, a leaf, a coin, sugar) to
students. Teach students how to use the hand lens to look at the objects. Ask the students to describe what they see
and to record their observations. Ask students what sense they are using to see the objects (sight) and which part of
their body they are using to see (eyes).
- Taste: Provide a selection of different types of flavours for students to taste (sour lemon, sweet candy, bitter
chocolate, pungent capsaicin, salty potato chips) and have them describe which ones they like most. Ask students
what sense they are using to taste the food (taste) and which sense organ they are using (tongue).
- Smell: Place small slices of different types of fruits in the bottom of small containers and place pieces of cloth over
the top. Then place pictures of foods containing the fruits and have the students smell the containers and then match
the smell to the picture. Ask them what sense they are using to smell the containers (smell) and which sense organ
they are using (nose).
- Touch: Provide a number of small bags with a small item inside (pencil, toy car, sponge, eraser, etc). Have the
students feel the items inside without looking. Before identifying the items, ask the students to pair up and describe
what the item feels like. Ask the students what sense they are using to feel the items (touch) and what sense organ
they are using (fingers).
Set up a classroom sensory scavenger hunt. Place a variety of objects such as colourful objects, a variety of tasty foods,
noisy items (drums, tambourines, bells), rough textured items and something with an odour. Provide 10 minutes for students
to collect the items. Have the class examine all the items and to classify them according to the 5 senses. Ask students
questions such as, Do some items use more than one sense?, How did we sort the objects?, Can some objects fit into
more than one category?, Which sense is most important?
Take the students on a walk outside. Provide clipboards and small bags. Have students collect items that they detect with
their senses and to write down things that they see and hear. When you have returned to the classroom, record student
samples by categories. Ask students, What types of things do we see/hear/taste/smell/touch at home? at a restaurant, at
the mall? Why are our senses important?, What would happen if we couldnt smell/taste/feel/hear/see?
1LW9 describe the
identify the
illustrate the
compare the heights and hand spans of their own to
Term growth of
changes that
changes that take
that of their classmates by sketching and taking
2
humans and
take place as
place as humans
nonstandard measurements.
describe changes of people as they grow older by
identify the
humans grow
grow
comparing photographs.
changes that take
describe what they have learned by creating a
place as they
classroom mural.
grow
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Explanatory Notes:
In the beginning of the year, measure the heights of the students. Designate a wall in the classroom as the height chart.
Measure each student by using pieces of string that are as long as they are tall. Tape each students piece of string on
the wall and label with their name. Discuss who is the tallest, shortest and the same. Ask the students to remember
when they were younger and if they were the same height or if they have grown. Keep the height chart on the wall for a
later date. At a later date (several months later), have the students retrieve their string and measure themselves once
again. Discuss how much students have grown by comparing the string and their new height.
Explain to the students that they will be comparing their hand spans in their groups. Ask them to predict who in the class
will have the biggest hand span (would it be the tallest person?) and why (they have grown more). Have students draw
around their hands on sheets of paper and cut them out to compare. Ask questions such as, Who is the tallest person in
the class?, Did they also have the biggest hand span?, I wonder what affects how fast we grow? Record student
responses.
Place students into groups. Provide sets of photographs of people at different ages to each group. For example, collect
five pictures1 of a newborn baby, 1 of a toddler, 1 of a primary school students, 1 of an adult and 1 of an elderly
person. Ask the groups to sequence the photographs according to age. After the groups have sequenced their photos,
have them report to the class on the choices that they made. As the groups explain their choices write their responses
on the board. After the groups have presented ask the class, What has changed from one picture to the next?,
Describe the physical changes that you see. Are they bigger? Describe what grew. How did their faces change? Ask
students to look at the head, the body, the hair, the face and how the arms and legs have changed.
Explain to students that they will create a mural of things that people learn at different ages. Separate a large piece of
bulletin board paper into five different parts, Infant, Child, Teenager, Adult and Elderly. Have students role play various
skills that they can do at different ages. As they role play, take their photograph. Provide sheets of paper and have
students draw different skills that people do through the ages. Have them label or write to describe the skills being
illustrated. Place the illustrations and photographs in the appropriate place on the mural.
1LW1 describe the
identify the
illustrate the
describe different plants and animals that live in hot and
0
characteristics of characteristics of characteristics of
cold habitats.
describe animals that live in the ocean by creating
Term habitats and
habitats and
habitats and
animals that live in the ocean.
2
recognize that
recognize that
recognize that
different
different
different
organisms live in
organisms live in organisms live in
different habitats different habitats different habitats
13 | P a g e
Explanatory Notes:
Provide many different examples of cold and hot habitats e.g., stories, poems, slide shows, videos and pictures. Establish
that a habitat is an animals home. As students are observing the different habitats ask questions such as What is a
desert?, What animals live there?, Where is Antarctica? How cold is it there?, What is our desert in Abu Dhabi called
(Arabian Desert)? How hot is it in the desert?, What animals live in Antarctica and in the Arabian Desert?, Do you see
any plants there? Describe them After viewing different examples, ask the students to make a list of plants in Antarctica
and plants in the Arabian Desert. Next make a list of animals in Antarctica and animals in the Arabian Desert. Ask students
to describe the differences that they see. Ask students to describe the different features of the plants and animals and how
this allows them to survive in the cold and hot habitat. Ask students to describe the differences in the two habitats.
Physical World
1PW
Indicator
describe the effects of energy on objects.
identify devices that us electricity, how its used and ways to conserve it.
following guided inquiry principles in to deepen their understanding on a topic.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1PW1 describe the
identify the
illustrate the
compare distances that toy cars can move through hard
Term effects of pushes
effects of pushes effects of pushes
and soft pushes.
describe how balls and sponges change shape when

3
and pulls on the
and pulls on the
and pulls on the
they are pulled and pushed.
shape of an
shape of an
shape of an
14 | P a g e

object
object

object
Explanatory Notes:
Set up a straight race track for the students to experiment with toy cars (a large area may need to be designated). Mark a
start line and a finishing line about a metre away from it and read rules to students:
- The car must start completely behind the start line.
- The car must stay on its wheels.
- The pusher must not cross the start line.
- The car that travels the furthest is the winner.
- If any of the first three rules is broken, the car is disqualified.
Split the class into 2 groups, competitors and judges. Run the activity as a competition. Mark where each competitors car
finishes by using a sticky note with the students name on it. Hold a discussion after the competition. Ask questions such
as:
- Can anyone think of a better way to judge distance?
- How did the winner of the competition get the car to travel the greatest distance?
- If you were to run the competition again, what would you do differently?
Run the race a second time. Ask the first set of competitors to push their car very gently. Ask the second set of competitors
to give their toy car a medium strength push. Ask the last set of competitors to give their toy car a hard push. Have the
students record their distances and discuss the results.
Provide a range of squishy objects to students (soft balls, sponges, large elastic bands, spongy balls) and have them pull
them and push (squeeze) them. Ask the students to observe how the shape changes. Write their responses on the board.
Use vocabulary words to describe the objects shape: pull, push, squeeze, stretch and dent.
1PW2 identify a range
identify sources
identify sources
investigate toys and games to discover how they work.
Term of devices which
of heat, light and of light and sound describe how a flashlight works and how to replace the
battery.
3
use electricity
sound
list a range of electrical devices that can be found at
school, at home and in the community.
Explanatory Notes:
In different areas of the classroom, arrange a variety of games and toys for students to explore how toys work. Label each
toy with a name card e.g., yellow car, red truck, etc. Place the students into groups. Ask each group to find out whether the
toy works with batteries or needs someone to push or pull it. The students should also decide what forms of energy the toy

15 | P a g e
makes e.g., movement (push or pull), light, or sound. Some toys may give out more than one type of energy. Have students
discuss their discoveries.
Show the students two flashlights, one that works and one that does not because of dead batteries. Give the students a few
minutes to examine the flashlights and to discover why the flashlight does not work. Show the students how to replace the
batteries and that they will now make the flashlight work. Place the students into groups and provide each group with a set
of instructions illustrating steps to replace batteries in a flashlight, a flashlight and a set of batteries. Ask the students to
replace the batteries and then put the cards in the right sequence. Have each group make sure that their flashlights are now
working.
Have students brainstorm devices that:
- work from electricity (lights, TVs, computers),
- work from batteries (cellular phones, toys, flashlights, cameras)
Next, provide pictures of different electrical and battery powered devices. Have students sort the pictures into:
- mains electricity and battery powered
- devices that give off sound and devices that give off light
Demonstrate how heat energy can change be transferred from one item to another and how the transfer affects the
temperature of objects. Light a candle and use it to heat a beaker of cold water. Once the water is warmed, allow the
students to feel the water to see how the heat energy from the candle has changed the temperature of the cold water. Use
vocabulary words to describe the change in temperature: cold, cool, warm, hot. Ask students to describe how the water in
the beaker changed.
1PW3
Term
3
describe how to
stay safe when
using electricity
identify one
example of
dangerous use of
electricity
identify hazards
associated with
electricity
identify electrical hazards and describe how to stay safe

by creating a safety poster board.
Explanatory Notes:
Gather students together to discuss the dangers of electricity. Explain that there are rules that everyone must follow. If the
rules are not followed serious injury or even death could occur. Compare the voltage of mains electricity with that of battery.
Explain that mains is 230 bolts and batteries are only 12 volts and the amount of energy in mains can be deadly. Provide
visuals to describe the dangers of electricity which are:
- electrical devices should not be used near water
16 | P a g e
- switches and sockets must never be touched with wet hands

- nothing but a plug should ever be put into a socket
- plugs should never be pulled out of a socket by the cable
Ask the students to create a poster illustrating the dangers of electricity and present it to the class. Ask them to present the
key messages of their poster.
1PW4 explain ways to
describe ways to
identify ways to
explain ways that people waste electricity at home and
Term conserve
conserve
conserve
at school.
explain ways that people can save electricity at home
3
electricity
electricity
electricity
and at school.
Explanatory Notes:
Explain that wasted energy costs money and is bad for the environment. Explain that by wasting electricity, it harms our
environment e.g., causes pollution, wasting resources. Ask students for examples of wasted energy at home and at school.
Some examples include:
- leaving the lights on when youre not in a room
- leaving the AC on when youre not in the room
- leaving the television on when its not being watched
- leaving cellular phones on the charger after theyre fully charged
Take students on a walk around the school community and try to find examples of energy being wasted (lights left on in
classrooms and offices, doors being left open and the AC escaping, leaving computer screens on). Have students
brainstorm ways to save energy. Ask students to form groups to make posters illustrating ways to save electricity at
school and the reasons why its necessary.
Demonstrate the use of different types of light bulbs and how energy efficient light bulbs let off less heat. Allow several
students to come close (without touching) and hold their hands close to feel the difference in heat. Establish that some light
bulbs waste a lot of energy but new energy efficient light bulbs help to save energy. Ask students to brainstorm devices at
home that use electricity (TV, lights, cookers, computers, sound systems, air conditioning, washing machines, refrigerators,
water heaters). List these on the board. Ask the students to suggest ways that energy can be conserved while using these
machines. Some examples could include turning them off when not in use and using them less often. Suggest additional
ways that energy could be conserved such as turning the AC down, not using hot water for everything and putting more
clothes in the washing machine. Have students create a collage of different appliances and writing down ways to conserve
energy while using them.

17 | P a g e
Matter
1M
Indicator
identify materials from the local environment and how they are used.
following guided inquiry principles in to deepen their understanding on a topic.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1M1
identify a wide
list a wide range
illustrate a wide
identify materials from which some objects are made
Term range of
of materials in
range of
from in the classroom.
identify materials that local buildings are made from.
3
materials in the
the local
materials in the
local environment environment
local environment
Explanatory Notes:
Introduce common materials to students and provide everyday examples for each. Place the students into groups of 4-5.
Have them go on a scavenger hunt around the classroom. Ask groups to look for objects made from common materials.
Provide ten minutes for groups to complete the scavenger hunt. Designate tables in order to sort the objects that have been
found. Ask the groups to tell the class what they have found and place it at the appropriate table. Provide vocabulary words
of common materials: wood, paper, clay, stone, metal, glass, plastic, fabric and rubber.
On another occasion, have students take a walk around the school neighbourhood. As they are walking, ask them to record
different materials that they can identify (brick, stone, glass, metal, plastic). For each material that they identify, have them
list its properties e.g., hard, soft, shiny, dull, bendy, transparent, opaque).
1M2
describe the uses identify the uses
list the uses of a
describe properties of materials and how they are used
Term of a range of
of a range of
range of common
for everyday objects through explorations and
3
common
common
materials in the
investigations.
18 | P a g e

materials in the
local environment
materials in the
local
environment
local environment
Explanatory Notes:
Ask the students to brainstorm different types of common materials. As they list the types of common materials, have them
find an object made from that material in the classroom. Ask students to describe the object. Teach vocabulary words to
describe properties of materials: smooth, rough, shiny, dull, transparent, soft, squashy, bendy and property.
Provide examples of objects made from plant fibre (cotton, thread, string, baskets, rope, fabric, paper, etc.). Discuss their
properties and ways that we use them. Provide different types of cotton threads, yarn, fabrics and different types of papers.
Have students make crafts such as baskets, weaving projects, rope, colored paper, origami, cards, etc.
Provide plenty of opportunities for students to explore see and feel everyday objects made from common materials. Each
time they participate in these explorations, have them describe the object. For example:
- In the science center, have a feely bag with different objects placed inside. Have students work with a partner as one
feels the object and describes itthe second student will try to guess what the object is.
- Place several objects on a large tray. Ask groups of students to use the vocabulary words to describe the different
objects. Help students make connections for materials such as wood is hard, sponge is soft, metal is cold, etc. Ask
students to group and sort the materials according to their properties.
1M3
justify the choice
outline reasons
identify materials conduct a survey of different materials found in the
Term of materials in
for choice of
used in
school and explained how they are used.
investigate different types of plastics and describe the

3
constructing
materials in
constructing
different properties of different objects that they are
objects
constructing
objects
made from.
objects
make their own plastic and rubber and suggest ways to
use it.
Explanatory Notes:
Provide different types of plastic objects such as plastic bags, plastic bottles, soft plastic cling wrap, hard plastic buckets.
Ask students to identify their properties (hard, soft, transparent, opaque, semi-hard, bendy) and ways in which these
plastics are used. Ask the students to describe why they think the different properties were chosen for the various uses.
Ask students to provide justifications/reasons their answers.
Take the students for a walk outside to observe different materials and to identify what types of objects they have been
used for (plasticswings, glasswindows, etc). Have students carry clipboards to record their observations. Point out
that different stones may be used for different objects (the stones for the walking path versus the stones used on sides
19 | P a g e
of buildings). Make a classroom graph of the various types of common materials that students have recorded and the
objects they make. Discuss which types of common materials or more plentiful, which are used for the most objects, etc.
Have the students complete an investigation in which they make plastic out of milk and vinegar. For each student/group
heat a cup of milk in the microwave for 2 minutes and then add 4 tablespoons of vinegar. Stir until dissolved and strain
onto a paper towel. Plastic can be colored with food colors or add a few drops of bleach to whiten. Allow to cool for a few
days and then mold into plastic. Ask students to describe what their plastic looks like and possible suggestions for its
uses.
Have students complete an investigation to make their own rubber. Give each pair of students some vinegar in plastic
cups. Help them to add 20 mL of latex adhesive into it. Ask them to paint some of the adhesive onto a glazed plate.
Leave both for 5 minutes and then help the students to tip the vinegar out of the cup, wash the solid that is left in the
cup in water and dry it on a paper towel. Peel the latex adhesive off the plate once it has dried. Ask students, How is the
material soaked in vinegar different from the original adhesive? and How is it different from the dried adhesive? Ask
students to show their rubber to the class. Ask students, How does this compare to rubber bands? and Can you think
of any uses for your rubber?
Have students compare how traditional houses are made (coral, thatch, wood, straw and animal skins) with how they are
made now (concrete, glass, steel). Place students into groups of 4-5. Provide materials for students to make bricksclay,
straw cut into small pieces, water and a plastic bucket. Have groups mix the materials very well and pour into a mold. Fill
the mold and allow to dry for a few days. Have the students examine the dry bricks and identify the best ones. Ask them
to explain their choices. Ask the students, Why are bricks still used as an important building material today? Why
havent we replaced them with anything else? (Bricks are cheap and durable.) Next, provide the groups with paper,
markers, pencils and crayons. Ask them to design a building for the year 2075. They must give a range of materials that
could be used, then select one and explain why they are using that material and not the others.
Have students make bridges out of various materials. Ask questions to stir interest such as, What were the main
materials used for buildings in the past? What do you think bridges were made from in the past? What materials are used
in buildings today? What new materials are bridges made from today? After students have made their bridges, have
them test them for durability with toy cars. Provide time to redesign their bridge as necessary. Ask the students to
present their bridge to the class. Ask questions such as, Can you see anything wrong with this bridge? How could you
make it stronger? What could you do next time to make a stronger bridge?

20 | P a g e

2014-2019 Grade 1 Science Outcomes Final

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Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Earth and Space

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

possible to enjoy outdoor activities.

2014_2019 Gr.1 Science Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

people wear and

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

compare natural and built environments in their

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

identify the different types of food that different animals

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

changes that take changes that

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

represent the lifecycle of a butterfly with clay figures.

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_2019 Gr.1 Science Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_2019 Gr.1 Science Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

describe how balls and sponges change shape when

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_2019 Gr.1 Science Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

identify electrical hazards and describe how to stay safe

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

- switches and sockets must never be touched with wet hands

2014_2019 Gr.1 Science Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

investigate different types of plastics and describe the

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_2019 Gr.1 Science Learning Outcomes _ Next Review: 2018-2019

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