Below are the Disciplinary Core Idea (DCI) Aligned Instructional Focus Statements (IFSs) published by the SC Department of Education in the appendix of the Performance Target Document for 1st Grade.
Key Notes:
1st-Grade Scope: While the original appendix includes prior and future learning, only 1st-grade IFSs are listed below. Teachers are encouraged to view the IFSs in the doc to see the progression of a DCI across grade levels.
Repetitions: IFSs that apply to multiple Performance Expectations (PEs) will appear under each relevant section. (In these cases, the related PE will be noted in parentheses.)
Instructional context: Use these statements alongside the associated Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCCs) to guide your instruction.
Select a Performance Expectation below to read the statements.
PS4.A: Wave Properties
Recognize that vibrating objects can make sound.
Describe that sound can cause objects to vibrate, even when they are not touching.
Extended Knowledge
Recognize that changing how an object vibrates can change the sound produced, without naming sound properties.
PS4.B: Electromagnetic Radiation
Recognize that objects are visible only when light is present, either because the object gives off light or because light reflects from it. (1-PS4-3)
Extended Knowledge
Recognize that changing the position of a light source changes where light and shadows are visible.
Identify that brighter or dimmer light can change how clearly an object is visible.
PS4.B: Electromagnetic Radiation
Recognize that objects are visible only when light is present, either because the object gives off light or because light reflects from it. (1-PS4-2)
Describe that light travels from place to place, allowing objects to be visible without direct contact with the light source.
Demonstrate that different materials affect whether light passes through, passes through partially, or is blocked, producing shadows.
Communicate that mirrors can change the direction of light, allowing light to reach new locations.
Extended Knowledge
Recognize that changing the position of a light source changes where light and shadows are visible. (1-PS4-2)
Identify that brighter or dimmer light can change how clearly an object is visible. (1-PS4-2)
PS4.C: Information Technologies and Instrumentation
Compare ways information is shared over short distances and long distances.
Identify which communication device best allows messages to reach people who are far away.
Extended Knowledge
Recognize that some communication devices are better suited for certain messages than others.
ETS1.B: Developing Possible Solutions
Decompose the problem into smaller parts. (1-LS1-1)
Create a labeled representation that shows parts of the solutions and describes what each part does. (1-LS1-1)
Explain how one part helps the solution work using words from the drawing or model. (1-LS1-1)
Decide which part to improve first to better meet the stated need and give one reason. (1-LS1-1)
Extended Knowledge
Recognize when two parts could be combined to make the solution easier to use. (1-LS1-1)
Identify a feature from a peer’s design that would make your design clearer or more effective and state why. (1-LS1-1)
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Select a familiar device and name the scientific idea or property it depends on. (1-LS1-1)
Classify parts or materials in the device as coming from the natural world (wood, metal, glass, plastic origin) using age-appropriate academic language.
Evaluate which material choice better fits the device’s purpose qualitatively (for example, stronger, clearer, safer). (1-LS1-1)
Extended Knowledge
Recognize one benefit of using a particular natural‑based material (for example flexibility, strength) for the same device. (1-LS1-1)
LS1.A: Structure and Function
Describe visible body parts of familiar animals and plants and how each part helps the organism survive or grow.
Identify ways external parts meet basic needs such as protection, movement, or obtaining food or water.
Use observations of plant and animal parts as inspiration for simple designs that solve a human problem.
Extended Knowledge
Recognize that different plants and animals use different external parts to meet similar needs.
LS1.D: Information Processing
Identify the senses animals use to gather information (sight, hearing, smell, taste, touch).
Describe how animals respond to information with simple behaviors that support survival (for example, moving toward food or away from danger).
Recognize that plants respond in basic ways to external inputs (for example, growing toward light, reacting to touch).
Extended Knowledge
Recognize that animals may use more than one sense before acting (for example, looking and listening before moving).
ETS1.B: Developing Possible Solutions
Decompose the problem into smaller parts. (1-PS4-4)
Create a labeled representation that shows parts of the solutions and describes what each part does. (1-PS4-4)
Explain how one part helps the solution work using words from the drawing or model. (1-PS4-4)
Decide which part to improve first to better meet the stated need and give one reason. (1-PS4-4)
Extended Knowledge
Recognize when two parts could be combined to make the solution easier to use. (1-PS4-4)
Identify a feature from a peer’s design that would make your design clearer or more effective and state why. (1-PS4-4)
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Select a familiar device and name the scientific idea or property it depends on. (1-PS4-4)
Evaluate which material choice better fits the device’s purpose qualitatively (for example, stronger, clearer, safer). (1-PS4-4)
Extended Knowledge
Recognize one benefit of using a particular natural‑based material (for example flexibility, strength) for the same device. (1-PS4-4)
LS1.B: Growth and Development of Organisms
Describe parent behaviors and how those behaviors help the offspring survive (for example, feeding, protection, keeping warm, etc.).
Identify common offspring signals and related parent responses that support survival (for example, crying or chirping leading to feeding or comfort).
Explain how a visible behavior helps meet an immediate survival need using everyday observations.
Extended Knowledge
Recognize that different animals receive different kinds of help from parents.
LS3.A: Inheritance of Traits
Recognize that young animals and plants are similar to their parents but not exactly the same.
Identify one visible similarity and one visible difference between a parent and its offspring.
Describe the “like, but not exactly like” pattern using familiar examples of plants and animals.
LS3.B: Variation of Traits
Describe one visible difference (such as size, color or pattern, leaf shape, or body‑part length) within a group of the same kind of organisms.
Identify two visible traits that can be used to compare individuals of the same kind of organism and note one difference.
Explain how individuals of the same kind of organism can be grouped as alike or different based on a single visible trait.
Extended Knowledge
Recognize that variation within a single kind of organism can be noticed in more than one visible way.
ESS1.A: The Universe and Its Stars
Compare which objects are visible in the sky during the day versus at night.
Describe observable patterns in the apparent motion of the Sun, Moon, and stars across the day and night.
Use observed patterns in the positions of the Sun and Moon to predict future appearances in the sky.
Extended Knowledge
Recognize that patterns in the positions of the Sun and Moon are consistent over time.
Understand that stars are visible at night and not visible during the day.
ETS2.A: Interdependence of Science, Engineering, and Technology
Determine which everyday questions about the sky are better addressed with tools than without them.
Classify simple instruments (for example, sundials for shadows, calendars for day and night patterns, and star charts for star patterns, etc.) by the sky pattern each supports observing.
Explain how the chosen instrument makes the sky pattern more clear.
Defend the best-fit instrument for the stated questions about the sky and explain why.
Extended Knowledge
Identify a proposed feature that is clearly supported by a classroom generated science idea and contrast it with a feature that is not supported by that idea.
Select which of two everyday observational setups (for example window chart vs. binoculars from the playground) is better suited for the same sky pattern and explain why.
ESS1.B: Earth and the Solar System
Describe changes in the amount of daylight observed at different times of the year.
Compare days with longer amounts of daylight to days with shorter amounts of daylight.
Use observations across the year to relate daylight patterns to time of year.
Extended Knowledge
Recognize that different locations on Earth will experience different patterns of daylight.