A Christ-centered exploration of God's creation through life science, physical science, and earth science. First graders develop scientific thinking through hands-on investigations of plants, animals, sound, light, materials, seasons, and sky patterns. Students learn to observe, question, predict, and discover the order and beauty God built into the natural world.
Observe and describe the structures and functions of plants and animals, recognizing God's purposeful design
Investigate sound, light, and properties of materials through hands-on experiments
Identify patterns in the sky, landforms, and seasonal changes as evidence of God's orderly creation
Develop scientific inquiry skills: asking questions, making observations, collecting data, and constructing explanations
Cultivate wonder at God's creation and understanding of stewardship responsibility
Click any week to see daily lesson details.
Students explore different types of plants, observing similarities and differences. Introduction to plants as living things God created.
Observing with senseshands-onStudents learn that roots anchor plants and absorb water. They examine root systems and discuss God's design for plant survival.
Identifying plant structuresobservationStudents discover how stems transport water and nutrients, supporting the plant. They observe different types of stems.
Understanding structure and functionhands-onStudents explore leaf shapes, sizes, and textures. Introduction to leaves making food for plants using sunlight.
Comparing and classifyingexplorationStudents observe flower parts and learn flowers help plants make seeds. They thank God for beautiful, purposeful flowers.
Describing observationsart and scienceStudents set up the celery dye experiment to observe how water travels through plant stems. They make predictions.
Making predictionsexperimentStudents observe results of celery experiment, seeing colored water in leaves. They discuss how God designed plants to transport water.
Analyzing observationsobservationStudents learn plants need sunlight to make food. They observe how plants grow toward light and discuss photosynthesis simply.
Understanding plant needsdemonstrationStudents identify the four things plants need: water, sunlight, air, and nutrients. They discuss God's provision for plant growth.
Identifying requirementsdiscussionStudents plant seeds and set up care schedules. They learn about stewardship and caring for God's creation.
Following procedureshands-onStudents examine seeds of different sizes and shapes. They learn seeds contain baby plants and food for growth.
Observing detailsexplorationStudents discover different ways seeds are dispersed: wind, water, animals, and explosions. They explore God's creative designs.
Comparing methodshands-onStudents test seed dispersal methods with model seeds. They observe how different designs help seeds travel.
ExperimentingexperimentStudents plant bean seeds in wet paper towels inside plastic bags to observe germination up close.
Setting up investigationshands-onStudents draw the stages of seed germination and discuss the life cycle. They marvel at God's design for new life.
Sequencing stagesart and scienceStudents explore how plants live in different environments: deserts, forests, water. They observe special features for each habitat.
Comparing adaptationsobservationStudents learn how cacti store water and have spines instead of leaves. They discuss God's wisdom in plant design.
Understanding adaptationsexplorationStudents discover how water lilies have special leaves that float and roots that anchor underwater.
Identifying structuresobservationStudents learn about unusual plants like Venus flytraps and mimosa plants. They observe unique adaptations.
Observing unique featuresvideo and discussionStudents create drawings of imaginary plants adapted to specific environments, applying what they've learned about plant structures.
Applying knowledgeprojectStudents observe different animal body coverings: fur, feathers, scales, skin. They discuss how coverings help animals survive.
Observing and classifyinghands-onStudents explore how different body parts help animals move in their environments. They compare structures for walking, flying, swimming.
Comparing structuresexplorationStudents learn how different animals have special senses adapted to their needs. They discuss God's purposeful design.
Understanding functiondiscussionStudents examine pictures of animal teeth and learn how tooth shape relates to diet (herbivores, carnivores, omnivores).
Inferring from structuresobservationStudents review how animal structures help with protection, movement, feeding, and sensing. They create animal structure posters.
Synthesizing informationprojectStudents learn that all animals grow and change. They discuss their own growth and compare it to animal life cycles.
Comparing life cyclesdiscussionStudents explore complete metamorphosis through the butterfly life cycle: egg, caterpillar, chrysalis, butterfly.
Sequencing stageshands-onStudents learn about frog metamorphosis, observing how tadpoles gradually change into frogs. They marvel at God's design.
Observing transformationobservationStudents explore incomplete metamorphosis and direct development. They observe that some baby animals look like small adults.
Comparing development typesexplorationStudents create circle books showing the life cycle of their chosen animal, demonstrating understanding of stages.
Representing knowledgeprojectStudents observe that baby animals resemble their parents. They identify inherited traits like color, size, and body structures.
Identifying inherited traitsobservationStudents learn that inherited traits are passed from parents to offspring. They explore examples in various animals.
Understanding inheritancediscussionStudents discover that some animal behaviors are learned from parents or experience, not inherited.
Distinguishing behavior typesexplorationStudents compare instinctive behaviors (built-in) with learned behaviors through animal examples and sorting activities.
Classifying behaviorsgameStudents play a game matching animals with their inherited traits and learned behaviors, reinforcing understanding.
Applying conceptsgameStudents learn that animal adaptations help them survive in specific environments. They explore examples from different habitats.
Understanding adaptation purposeexplorationStudents discover how polar bears, penguins, and arctic foxes have adaptations for cold: thick fur, blubber, small ears.
Identifying cold adaptationsobservationStudents explore how desert animals survive heat and water scarcity through special adaptations like nocturnal behavior and water storage.
Identifying hot adaptationsexplorationStudents learn how camouflage helps animals hide from predators or sneak up on prey. They observe camouflaged animals.
Understanding camouflagehands-onStudents design and create their own animal with adaptations for a specific habitat, demonstrating understanding of structure-function relationships.
Applying adaptation conceptsprojectStudents learn that a habitat provides everything an animal needs: food, water, shelter, space. They explore different habitat types.
Defining habitat needsdiscussionStudents explore forest habitats, identifying animals that live there and how the forest provides for their needs.
Connecting animals to habitatsexplorationStudents discover the ocean habitat and the amazing creatures living there. They discuss how ocean animals are adapted to water life.
Identifying aquatic adaptationsobservationStudents compare grassland and desert habitats, observing how animals survive in open, sometimes harsh environments.
Comparing habitatsexplorationStudents create shoe box dioramas of chosen habitats with appropriate animals, demonstrating understanding of habitat-animal relationships.
Representing habitat knowledgeprojectStudents learn that animals get energy from food. They explore different diets: herbivores eat plants, carnivores eat animals, omnivores eat both.
Classifying by dietexplorationStudents discover that plants are producers—they make their own food using sunlight. All food chains start with plants.
Understanding producersdiscussionStudents learn that energy flows from plants to plant-eaters to meat-eaters. They create simple food chains with arrows.
Sequencing food chainshands-onStudents play a game where they become parts of food chains, acting out energy transfer and understanding interdependence.
Demonstrating energy flowgameStudents design food chains for different habitats, showing understanding of producer-consumer relationships and God's design for balance.
Applying food chain conceptsprojectStudents explore how animals depend on plants for food, shelter, and oxygen. They discuss God's provision through plants.
Identifying dependenciesdiscussionStudents learn that plants benefit from animals through pollination, seed dispersal, and nutrient cycling.
Understanding mutual benefitsexplorationStudents observe how bees, butterflies, and other pollinators help flowers make seeds while getting food themselves.
Understanding pollinationobservationStudents discover how animals help spread plant seeds by eating fruits, carrying burrs, or burying nuts.
Connecting animals to seed dispersalhands-onStudents create a web showing connections between plants and animals, demonstrating understanding of ecosystem interdependence.
Representing relationshipsprojectStudents learn that God gave humans the responsibility to care for creation. They discuss what stewardship means.
Understanding stewardshipdiscussionStudents identify what living things need and create care plans for classroom plants or pets, practicing responsible stewardship.
Planning carehands-onStudents learn about endangered animals and why they need protection. They discuss how humans can help.
Understanding conservationexplorationStudents brainstorm practical ways to care for creation: recycling, reducing waste, protecting habitats, being kind to animals.
Generating solutionsdiscussionStudents create stewardship pledges with specific actions they'll take to care for God's creation, celebrating their role as caretakers.
Committing to actionprojectStudents discover that sound is created by vibrations. They explore various objects that make sound and feel vibrations.
Identifying vibrationshands-onStudents observe vibrations by placing rice on drums and watching it jump, or using tuning forks in water.
Observing evidence of vibrationsexperimentStudents test how sound travels through different materials: air, water, wood, metal. They discover sound needs matter to travel.
Testing sound transmissionexperimentStudents learn about ear structure and how vibrations travel to our brains. They thank God for the gift of hearing.
Understanding hearing processdiscussionStudents create simple musical instruments (rubber band guitars, bottle xylophones) and explore how they produce sound through vibrations.
Applying sound conceptsprojectStudents explore volume by creating loud and soft sounds. They learn that stronger vibrations make louder sounds.
Controlling volumehands-onStudents discover pitch by comparing high and low sounds. They learn that faster vibrations create higher pitches.
Distinguishing pitchexplorationStudents create xylophones with bottles filled with different water levels, observing how pitch changes with water amount.
Experimenting with pitchexperimentStudents stretch rubber bands over boxes and pluck them, discovering how tightness and thickness affect pitch.
Testing variableshands-onStudents use their created instruments to perform together, demonstrating understanding of volume and pitch control.
Applying sound knowledgeperformanceStudents explore light sources and learn that light is energy we can see. They discuss God creating light on Day 1.
Identifying light sourcesexplorationStudents discover that light travels in straight lines by observing flashlight beams and creating light paths.
Observing light pathsexperimentStudents create shadows and learn that shadows form when objects block light. They explore how shadow size changes.
Investigating shadow formationhands-onStudents manipulate objects and light sources to change shadow shapes and sizes, discovering relationships between distance and shadow size.
Testing shadow variablesexperimentStudents create shadow puppets and perform shows, applying understanding of light, shadows, and blocking to create effects.
Applying light conceptsprojectStudents test various materials with light to see which let light through completely, partially, or not at all.
Testing materialsexperimentStudents learn the term transparent for materials that let light pass through clearly, like glass and clear plastic.
Identifying transparent materialsexplorationStudents explore translucent materials that let some light through but scatter it, like wax paper and frosted glass.
Identifying translucent materialsobservationStudents identify opaque materials that block light completely, creating dark shadows. They sort materials into three categories.
Classifying by light transmissionhands-onStudents hunt for transparent, translucent, and opaque materials around the classroom or home, testing and classifying their finds.
Applying classificationgameStudents explore various materials, observing and describing properties like color, texture, hardness, flexibility, and weight.
Observing propertieshands-onStudents sort materials into natural (from nature) and manufactured (made by people), discussing sources of common materials.
Classifying by originexplorationStudents discover that material properties make them useful for specific purposes. They match materials to appropriate uses.
Connecting properties to usesdiscussionStudents test materials for specific properties (waterproof, strong, flexible) to determine best uses.
Testing and recordingexperimentStudents solve design challenges by selecting appropriate materials based on required properties, explaining their choices.
Applying material knowledgeproblem-solvingStudents observe that materials can change shape, size, or state. They explore different ways to change materials.
Identifying changesexplorationStudents observe ice melting and learn that heating can change solid materials to liquids. They discuss reversible changes.
Observing meltingexperimentStudents freeze water and observe that cooling can change liquids to solids. They connect heating and cooling as opposite processes.
Understanding freezinghands-onStudents change paper by cutting, tearing, and folding, learning that some changes can't be reversed.
Comparing reversible and irreversible changeshands-onStudents predict and test whether various material changes are reversible, recording observations and discussing God's orderly creation.
Predicting and testingexperimentStudents learn that the sun is a star that provides light and heat to Earth. They discuss God creating the sun on Day 4.
Understanding sun's importancediscussionStudents observe and record the sun's position at different times, discovering it appears to move across the sky each day.
Observing sun positionobservationStudents learn that the sun appears to rise in the east and set in the west, creating the pattern of day and night.
Identifying directional patternsexplorationStudents track how shadows change position and length throughout the day as the sun's position changes.
Recording shadow changesexperimentStudents create day and night models, understanding that Earth's rotation causes the sun to appear to move, creating predictable patterns.
Understanding day-night cyclehands-onStudents learn basic facts about the moon: it orbits Earth, reflects sunlight, and changes appearance. They discuss God's creation of the moon.
Understanding moon basicsdiscussionStudents observe pictures of moon phases and learn that the moon appears to change shape in a predictable pattern.
Identifying moon phasesobservationStudents create moon phase models using Oreos or paper, arranging them in sequence from new moon to full moon and back.
Sequencing phaseshands-onStudents learn (simply) that moon phases occur because we see different amounts of the moon's sunlit side as it orbits Earth.
Understanding phase causesdemonstrationStudents begin moon observation journals, planning to observe and draw the moon over several weeks to see pattern changes.
Planning long-term observationsprojectStudents learn that stars are far away suns that form patterns in the night sky. They marvel at God's creation of countless stars.
Understanding starsdiscussionStudents discover that people have grouped stars into constellations (patterns) for thousands of years, creating pictures and stories.
Recognizing constellationsexplorationStudents learn about famous constellations like the Big Dipper, Orion, and others visible in their hemisphere.
Identifying specific constellationsobservationStudents create their own constellation patterns and stories, connecting dots on black paper to form pictures.
Creating patternsart and scienceStudents poke holes in paper to create constellation patterns, then shine flashlights through to project them, sharing their creations.
Representing patternsprojectStudents learn that Earth's surface has many different features called landforms. They explore various types God created.
Identifying landformsexplorationStudents learn about mountains—tall landforms with peaks. They observe mountain pictures and discuss how they form.
Understanding mountainsobservationStudents explore valleys (low areas between hills) and plains (flat areas). They compare different landform heights.
Comparing landformsdiscussionStudents identify oceans, lakes, rivers, and streams. They learn how water shapes land and provides for living things.
Identifying water featuresexplorationStudents create 3D landform models using clay or play dough, labeling mountains, valleys, plains, and water bodies.
Representing landformsprojectStudents explore a globe and learn it's a model of Earth. They identify land (continents) and water (oceans).
Understanding globe representationhands-onStudents learn that maps show Earth's features on flat paper. They compare maps and globes, noting similarities and differences.
Comparing geographic toolsexplorationStudents discover that maps use colors and symbols to show features: blue for water, green for land, brown for mountains.
Reading map symbolsobservationStudents locate their country, state/province, and town on maps and globes, understanding their place on Earth.
Locating placeshands-onStudents create simple maps of their classroom, home, or neighborhood, using symbols and colors appropriately.
Creating mapsprojectStudents review the four seasons and learn that seasons follow a predictable pattern each year, showing God's faithfulness.
Identifying seasonsdiscussionStudents learn (simply) that Earth's tilt and orbit around the sun cause seasons. Different parts of Earth get different amounts of sunlight.
Understanding season causesdemonstrationStudents explore typical weather for each season in their region: spring rain, summer heat, fall cooling, winter cold.
Connecting seasons and weatherexplorationStudents observe how plants and animals change with seasons: leaves fall, birds migrate, bears hibernate, flowers bloom.
Identifying seasonal changesobservationStudents create season wheels showing characteristics of each season, demonstrating understanding of the yearly cycle.
Representing seasonal patternsprojectStudents learn that weather describes conditions in the air: temperature, clouds, precipitation, wind. They observe current weather.
Defining and observing weatherobservationStudents explore temperature as a measure of how hot or cold the air is. They practice reading thermometers.
Measuring temperaturehands-onStudents observe and classify clouds. They learn that clouds are made of tiny water droplets and can predict weather.
Observing cloud typesobservationStudents explore different types of precipitation: rain, snow, sleet, hail. They discuss how precipitation forms.
Identifying precipitation typesexplorationStudents begin daily weather observations, recording temperature, clouds, precipitation, and wind in weather journals.
Recording weather dataongoing projectStudents play games reviewing plant structures (roots, stems, leaves, flowers) and their functions, reinforcing earlier learning.
Recalling plant structuresgameStudents match animals to their habitats and identify adaptations, demonstrating understanding of structure-function relationships.
Applying adaptation knowledgegameStudents sort life cycle stages for various animals, distinguishing between complete and incomplete metamorphosis.
Sequencing and comparing life cycleshands-onStudents create food chains for different ecosystems, showing energy flow from producers to consumers.
Constructing food chainshands-onStudents share favorite life science discoveries and create displays showing what they've learned about God's living creation.
Communicating learningpresentationStudents review that sound comes from vibrations by creating sounds and observing vibrations in various materials.
Demonstrating sound conceptshands-onStudents practice controlling volume and pitch with instruments, showing understanding of sound properties.
Applying sound knowledgehands-onStudents complete challenges involving light paths, shadows, and blocking light, demonstrating understanding of light behavior.
Solving light problemsproblem-solvingStudents test materials for various properties and explain how properties determine uses, reviewing material science concepts.
Testing and explainingexperimentStudents demonstrate physical science concepts through experiments and explanations, sharing learning with others.
Presenting science conceptspresentationStudents review patterns of the sun, moon, and stars, explaining how these patterns help us measure time and seasons.
Explaining sky patternsdiscussionStudents identify and describe various landforms using pictures, maps, and models, demonstrating geographic knowledge.
Identifying landformshands-onStudents practice using maps and globes to locate places and features, reviewing geographic tools and symbols.
Using geographic toolshands-onStudents explain relationships between seasons and weather patterns, demonstrating understanding of Earth's cycles.
Connecting conceptsdiscussionStudents create displays or presentations about Earth and space topics, sharing what they've learned about God's created world.
Communicating learningprojectStudents practice asking scientific questions that can be tested through observation or experimentation.
Formulating questionsdiscussionStudents carefully observe mystery objects using all senses (except taste), recording detailed observations.
Making detailed observationshands-onStudents make predictions about investigation outcomes, explaining their reasoning based on prior knowledge.
Making predictionshands-onStudents design and conduct simple tests of their predictions, collecting data and observing results.
Conducting investigationsexperimentStudents analyze investigation results and draw conclusions, explaining whether predictions were correct and why.
Constructing explanationsdiscussionStudents observe and record signs of spring: warmer weather, new plant growth, returning birds, animal activity.
Observing seasonal changesobservationStudents observe plants beginning to grow, buds opening, and flowers blooming. They document changes in nature journals.
Recording plant changesobservationStudents observe or learn about animals in spring: babies being born, birds building nests, insects emerging.
Identifying animal behaviorsexplorationStudents plant spring gardens (flowers or vegetables), applying knowledge of what plants need to grow.
Applying plant knowledgehands-onStudents create nature art using spring materials (flowers, leaves, petals), celebrating God's beautiful creation.
Observing detailsart and scienceStudents explore where water is found on Earth and in our daily lives. They discuss water's importance for all living things.
Identifying water sourcesdiscussionStudents predict and test which objects sink or float in water, discovering that this depends on the object's properties.
Predicting and testingexperimentStudents pour water into different containers, discovering that water takes the shape of its container because it's a liquid.
Observing liquid propertieshands-onStudents observe ice melting and water freezing, reviewing that water can change between solid and liquid states.
Observing state changesexperimentStudents mix water with various substances (salt, sugar, oil, food coloring), observing what dissolves and what doesn't.
Testing mixturesexperimentStudents review that pushes and pulls are forces that make objects move. They identify pushes and pulls in daily activities.
Identifying forceshands-onStudents test how force strength affects motion, discovering that stronger pushes or pulls make objects move faster or farther.
Testing force strengthexperimentStudents race cars down ramps, testing how ramp height affects speed. They observe that higher ramps create faster motion.
Testing variablesexperimentStudents test how surface texture affects motion, discovering that smooth surfaces allow easier movement than rough ones (friction).
Comparing surfacesexperimentStudents play games involving pushing, pulling, and moving objects, applying understanding of forces and motion.
Applying force conceptsgameStudents explore magnets and discover they attract certain materials (metals containing iron) but not others.
Testing magnetic attractionhands-onStudents sort objects into magnetic and non-magnetic categories, predicting and testing various materials.
Classifying materialsexperimentStudents discover that magnets have two poles (north and south) that attract or repel each other.
Observing magnetic poleshands-onStudents test whether magnets work through different materials (paper, plastic, water), discovering magnetic force passes through non-magnetic materials.
Testing magnetic forceexperimentStudents use magnets to create art or solve challenges, applying understanding of magnetic properties creatively.
Applying magnetic knowledgeprojectStudents reflect on all they've learned about God's creation, discussing favorite discoveries and expressing wonder and gratitude.
Reflecting on learningdiscussionStudents review examples of God's purposeful design in plants, animals, and physical world, recognizing the Creator's wisdom.
Identifying designexplorationStudents connect science learning to Bible verses about creation, understanding that studying science helps us know God better.
Making biblical connectionsdiscussionStudents review their responsibility to care for creation and commit to specific stewardship actions.
Applying stewardshipdiscussionStudents create artwork celebrating God's creation, incorporating scientific knowledge and biblical truth.
Expressing learning creativelyart and scienceStudents choose favorite science topics from the year to present, planning what they'll share about their learning.
Selecting and planningplanningStudents create posters, models, or displays showing their chosen science topics with pictures, labels, and explanations.
Representing knowledgeprojectStudents practice demonstrating experiments or explaining concepts they'll share during the science showcase.
Practicing presentationspracticeStudents rehearse their complete presentations, receiving feedback and making improvements to their displays and explanations.
Refining presentationspracticeStudents complete final touches on displays and practice presenting with confidence, preparing to share God's amazing creation.
Preparing to communicatepreparationStudents present their science displays and demonstrations to family and friends, sharing what they've learned about God's creation.
Presenting learningpresentationStudents vote on favorite experiments from the year and repeat them, celebrating hands-on science learning.
Conducting experimentshands-onStudents compile science journal pages, photos, and drawings into memory books, reflecting on growth as young scientists.
Reflecting and organizingprojectStudents brainstorm science observations and explorations for summer, planning to continue discovering God's creation.
Planning future learningdiscussionStudents celebrate completing first grade science, receiving certificates and sharing favorite memories of discovering God's amazing world.
Celebrating achievementcelebrationStart with Day 1 and work through at your own pace. Each lesson builds on the last!