Sci WB 1st Grade 2023 Term I

1st Grade SCIENCE WORKBOOK
1st grade
L Science Workbook
L Term 1
Name: _________________________________ Class: __________
2023 Version Todos los Derechos Reservados www.almondale.cl

2021 Version Page 1 of 57
Instructions
Listen Look Read
Draw Draw a line Colour
Write Cut Paste
Think Sing Label

Unit 0
Welcome back!

Unit 0: Welcome back!
Hours: 1 – 2 - 3
Learning Outcome: Getting to know each other. Identify daily routines. Identify COVID- 19 classroom rules.
Contents: Welcome to 1st grade
Hello, friends!
Activity 1: Write your name. Say your name.

Activity 2: Tick P. Share your answers.
Activity 3: Complete with the information. Share your answers.
I am years old. My class teacher’s name is:

We prevent COVID-19
Activity 1: Look at the picture and name 2 actions to prevent COVID-19. Circle them.
Be a hero! Following these hygienic actions, you will be a hero.
Activity 2: Listen, say, draw and colour.

Hours: 4
Learning Outcome: Talk, share, and agree about the importance of science. Illustrate an element from the nature.
Contents: Introduction to the subject/ SEL activities
What is Science?
Activity 1: Watch the following video. Then, share your ideas about what science is.
https://www.youtube.com/watch?v=AkxPsP7TCBc
• Is Science important?
• Why is Science important for you?
• Check your workbook. What are we going to learn this term?
Science helps us to
discover the world around
me

Science helps me enjoy

nature.
Activity 2: What can you see in nature? Draw and colour your favorite element from
nature.


Hours: 5
Learning Outcome: Talk and agree about class routines Show how they feel today by illustrating their emotions.
Contents: Introduction to the subject/ SEL activities.
Our Classroom Routines

In our class we have some routines. These are:
I bring my school supplies to school. I raise my hand when I have a question.
I wash my hands before I eat my snack. I wear my mask to school when I feel
sick.
Activity 1: Talk to your class and agree on an action to complete the class routine.

Activity 2: Draw and colour how you feel when you follow your classroom routines.

Unit 1
L Healthy Habits
Learning goals:
Ø OA. 7. Describe, give examples and practice healthy habits (e.g.,

physical activity, personal hygiene, food washing, and a balanced diet,
among others) in order to promote well-being and prevent diseases.
Ø OAT. 1. Promote personal physical development and self-care,
understanding its value in life and in our body, through hygiene habits,
risk prevention and healthy lifestyle habits.
Ø OA. d. Communicate and compare ideas with others, oral and written
observations and experiences, through games and drawings, among
others.

Unit 1: Healthy Habits
Hours: 6-7
Learning Outcome: Identify previous knowledge.
Contents: Diagnostic Assessment
Diagnostic Test
Activity 1: Match the words with the body parts their belong to.
head 0 0 hair
arm 0 0 fingers
leg 0 0 foot

Activity 2: Look at the pictures and help the children decide if the following actions are
good or bad for your body. Colour the faces.
Activity 3: Look and circle the actions that are good for your body.

Unit 1: Healthy Habits.
Hours: 8
Learning Outcome: Identify physical activities or sports to have a healthy body.
Contents: Physical activity and body movement.
I am healthy: I do exercise
Hygiene habits
Activity 1: Look at the pictures. Circle the children doing exercising.
Exercise keeps my body healthy.
Exercising makes me strong.

Activity 2: Draw and colour your favourite physical activity. Share your drawings with
your classmates. Then, complete the sentence by tracing.
I|do|exercise.

Hours: 9 - 10
Learning Outcome: Name and draw hygiene habits at school and at home. Describe and draw teeth hygiene habits after
eating or before going to bed.
Contents: Hygiene habits at school and at home
I am healthy
Hygiene habits
Activity 1. Let’s play a game. Look at the picture. Listen to your teacher. I spy with my
little eye. Find the hygiene habits. Circle them.

Activity 2: Is it a good hygiene habit? Tick √ or cross ×
I do actions that help me stay healthy.

I eat fruits and vegetables to be
healthy.

I am healthy: I brush my teeth
Hygiene habits
Activity 1: Watch the following video. Then, sing and dance!

https://www.youtube.com/watch?v=wCio_xVlgQ0
Activity 2: Draw and colour yourself brushing your teeth. Then, complete the sentence
below by tracing.
I|brush|my|teeth.
Activity 3: Look at the following pictures. Colour the actions that help you to protect
your teeth.


Hours: 11 – 12
Learning Outcome: Give examples of healthy food and healthy eating, and how food needs to be washed before eating.
Relate healthy food, healthy habits to the prevention of diseases.
Contents: Healthy Diet
I am healthy: I eat healthy food.
Hygiene habits
Activity 1 Help Vicente to identify which food is healthy and unhealthy. Classify on the
table below. Tick √.
water milk
chicken
sausages
fries butter
tomato pear
nuts pudding
candies
Food Healthy Unhealthy

water
sausages
nuts
candies
tomato
fries
chicken
pear
milk
butter
pudding

Activity 2: Draw and colour a healthy lunch using the healthy food on Activity 1.
Activity 3: Look at the following pictures. Which food should a person avoid to stay
healthy? Tick √

Activity 4: Complete the sentence below by tracing.
I|eat|healthy|food.
I am careful with the food.
Activity 5: Let’s think and talk! Circle Yes or No. Then, reflect on the advice below.
• Do you wash the fruits you eat?
Yes No
• Do you keep the milk in the refrigerator?
Yes No
Make sure to check the food
expiration dates.

Make sure to eat only cooked
seafood.
Activity 6: Look the following pictures. Match with a line the food with the action you
should do before eating them.

Self – Assessment
How do you feel after this lesson?
I can identify the healthy habits. 😊 😐 ☹

I do exercise. 😊 😐 ☹
I brush my teeth. 😊 😐 ☹
I eat healthy 😊 😐 ☹
I am careful with the food. 😊 😐 ☹

L Unit 2
L Senses
Learning goals:
Ø OA 6. Identify and describe the location and function of senses, ideas

to protect them, and their role in preventing dangerous situations.
Ø OAT 1: Promote personal physical development and self-care,
understanding its value in life and in our body, through hygiene habits,
risk prevention and healthy lifestyle habits.

Unit 2: Senses
Hours: 15-16
Diagnostic Test
Activity 1: Match the words with the body parts they belong to. Use a red colour pencil
to draw the lines.
0 ear
eye 0
0 tongue
nose 0
0 hand
Activity 2: Look at Juan’s bedroom and colour the balls using the following code:
red: the big ball.

yellow: the ball with
the star.
orange: the small
ball.
green: the ball on the
shelf.

Activity 3: which part of your body helped you to do the activity 2? Draw and colour.
Share your drawings.
Activity 4: Match with a line the part of your body you use to do the following actions.
eyes
ears
nose
hands

Unit 2: Senses
Hours: 17
Learning Outcome: Name and locate sense organs.
Contents: Introduction to Sense Organs
My senses organs
Activity 1:
• Look, listen and say the sense organs.
• Look, listen and point at the sense organs
• Look, listen and circle the sense organs.

Activity 2. Look, listen, read, draw and colour the picture on the right.
green: eyes
yellow: nose
blue: ears
red: tongue
Activity 3. Look at the picture. Draw a line to match.
eyes
nose
tongue
ears Hands/
skin

Unit 2: Senses
Hours: 18
Learning Outcome: Explore and manipulate elements that can be smelled, tasted, heard, touched, seen.
Contents: Introduction to Sense Organs
Activity 1: Let’s experiment.
Materials: an apple
Procedure: With the help of your teacher. Let’s do the following actions. Then, answer
Yes or No.
Can I
Can I taste Can I touch Can I see an Can I hear
smell an
an apple? an apple? apple? an apple?
apple?
The five senses help us to observe and

understand the world.

Unit 2: Senses
Hours: 19
Learning Outcome: Name and locate sense organs.
Contents: Sense Organs
My Five Senses: My Five Senses Organs
Activity 1: Look and write the name of the organs.
eyes tongue ears nose hands/ skin

Activity 2: Look for the organ’s senses. Use different colours.
Activity 3: With the help of your teacher, look and complete with the sense organs.

Unit 2: Senses
Hours: 20
Learning Outcome: Identify and understand how and when I use my organ senses to discover the world around
me.
Contents: Sense Organs
How can I discover the world?
Activity 1. Look at the picture. Let’s talk!

• What is the boy doing?
• What organs senses can you see?
Sense Organs are parts of our body that

help us to see, hear, smell, taste and touch
things around us!

Activity 2: Look at the picture and circle red the sense organs in use.
You have 5 senses:

1. see
2. hearing
3. smell
4. touch
5. taste
They help you to observe and discover
the world.
Activity 3: Let’s watch the following video to practice the 5 senses! Sing and dance!
https://www.youtube.com/watch?v=vXXiyIGqliE

Unit 2: Senses
Hours: 23 - 24
Learning Outcome: Discover what an object inside a sock is using their sense of touch.
Contents: Experimental Activity: How do you use your senses to identify objects?
Materials: - sock with object

- crayons
Prediction: What do you think you will do with the sock and the object in it?
Procedure: With the help of your teacher. Let’s do the following actions:
1. Feel the object in the sock. Do not look!
2. Tell your classmates what it feels like.
3. Draw the object.
4. Explain your results: look at the object, what do you see that you didn’t feel?
Share your results, then write.

Unit 2: Senses
Hours: 25
Learning Outcome: Identify and describe actions to take care of sense organs.
Contents: Protection of the organ senses
How can I take care of my senses?
Activity 1. Let’s talk!
• What organs senses are they taking care of?
• Is it important to take care of them?

Activity 2. Colour the action that protects your sense of sight.
Activity 3. Colour the object that protects your sense of smell.
Activity 4. Circle the action that protects your sense of taste.
Activity 5. Circle the action that protects your sense of touch.

I take care of my senses!
Activity 6. Look at the pictures. Tick P the actions that protect my senses.

Unit 2: Senses
Hours: 26-27
Learning Outcome: Recognize how to use senses to avoid / prevent dangerous situations at home, at school, and on the
street.
Contents: Actions to prevent dangerous situations
Dangerous Situations: Senses in Action
In the street our senses help us to be alert.
Activity 1. Look at the picture. Let’s talk!
• How can the senses help us to be alert?

At home we can smell or touch something.

These senses help us to avoid dangerous situations.
At home we can smell or see when something is …

At school we can see or hear dangerous situations.

These senses help us to avoid dangerous situations.
Our senses help us to know when we

are in danger. They also keep us safe!

Activity 2: Look at the pictures. Circle the correct senses that help us in each situation.

Self – Assessment
I can identify the 5 senses and their organs.

😊 😐 ☹
I can name actions using the 5 senses.
😊 😐 ☹
I identify actions that protect my senses.
😊 😐 ☹
I protect my senses.
😊 😐 ☹
I can identify dangerous situations using my senses.
😊 😐 ☹

Unit 3
L Living Things
Learning goals:
Ø OA 1: Observe and recognize, through exploration, characteristics and

needs of living things, comparing them to non-living things.
Ø OA 2: Observe and compare animals by size, body covering,
movement, and habitat among others.
Ø OAT 16: Protect the natural environment and its resources since they
contribute to human development.

Unit 3: Living Things

Hours: 28-29
Diagnostic Test
Activity 1: Look at the picture and colour only the elements that are alive.
Activity 2: Look at the animals and colour the circles. Use the code:
blue orange
The animal eats plants and seeds. The animal eats other animals.

Activity 3: Draw and colour one thing/ object/ element, you cannot live without it.


Hours: 30
Learning Outcome: Identify and classify into living things and nonliving things.
Contents: Living and Nonliving Things
Living Things and Nonliving Things
Living Things
Activity 1: Look at the following pictures. Circle in green the living things and in blue the
nonliving things.

Activity 2: Look at activity 1 and classify the Living and Nonliving Things on the table
below. Write.
Living Nonliving


Hours: 31
Learning Outcome: Compare activities living things can do different from nonliving things.
Contents: Living and Nonliving Things
Activity 1: Observe the following picture. Let’s talk!
• What’s the boy doing?

• Is the horse toy eating? Why not?
Activity 2: Let’s watch the following video. Then, draw and colour 2 actions or activities
living things can do.
https://www.youtube.com/watch?v=1HITSsx9rZM


Hours: 32-33
Learning Outcome: Identify and understand the characteristics of living things.
Contents: Characteristics of Living Things.
Characteristics of Living Things
Living Things
Activity 1: Observe the following living things. Let’s talk!
REPRODUCE GROW
REACT TO THE
SURROUNDING
• Are plants living things? Why?

• Are animals living things? Why?
• Are humas beings living things? Why?

Living Things can…

move grow eat and drink
breathe react to the surrounding reproduce
Activity 2: With the help of your teacher, complete the table below. Tick √ or cross ×.
Car Chameleon
It moves.
It grows.
It eats and drinks.
It breathes.
It reproduces.


Hours: 34-35
Learning Outcome: Infer by observing which element grows when kept moisture and record the changes
Contents: Experimental activity: Which is a Living Thing?

Materials:
Prediction: What do think you will do with the seeds, the water and the cup?
Procedure: With the help of your teacher. Let’s do the following actions:
1. Label the cups 1 and 2.
2. Fill both cups with soil.
3. Plant the seeds in cup 1 and add water.
4. Bury the little stones in cup 2 and add water.
5. Place both cups in a sunny place.
6. Keep the soil in both cups humid.
7. Observe and complete what happens in each cup, by drawing.
Day 1 Day 7 Day 14
cup 1
cup 2
Activity 2: Share your results with your classmates.


Hours: 36-37
Learning Outcome: Identify the basic needs of living things and communicate them written and orally.
Contents: Needs of Living Things
Needs of Living Things
Living Things
Activity 1: Observe the following living things. Let’s talk!
ZEBRA
SQUIRREL
PENGUIN
• What’s the squirrel doing?

• What’s the zebra doing?
• Where’s the penguin? Why is this place important for the penguin?

Living Things need…

food water Shelter
air
Activity 2: what does a rabbit need to live? Draw and colour.


Hours: 38-39
Learning Outcome: Compare different animals using any criteria like size, color, movement, etc.
Contents: Common Characteristics of different groups of Animals.
Living Things: Animals

Activity 1: Look at the following chart. What does each group have in common? Share
with your classmates.
Group 1 Group 2 Group 3
Animals can be classified or grouped by different characteristics. In the previous

activity animals were classified according to what they eat!

Animals can also be grouped by size (big/small),

body covering (feathers, scales, skin, fur, shell),
movement (walk, fly, swim), and more.
Activity 2: Look at the following animals and classify them according to the
characteristic they have in common. Then, complete the chart. Write or draw.

Self – Assessment
I can identify living things.

😊 😐 ☹
I can identify nonliving things.
😊 😐 ☹
I understand the characteristics of living things.
😊 😐 ☹
I can recognize what living things need to live.
😊 😐 ☹
I can classify different animals by a common
characteristic. 😊 😐 ☹

Sci WB 1st Grade 2023 Term I

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1st Grade SCIENCE WORKBOOK

Name: _________________________________ Class: __________

2023 Version Todos los Derechos Reservados www.almondale.cl

Listen Look Read

Draw Draw a line Colour

Write Cut Paste

Think Sing Label

2023 Version Page 2 of 57

2023 Version Page 3 of 57

Activity 1: Write your name. Say your name.

2023 Version Page 4 of 57

Activity 2: Tick P. Share your answers.

Activity 3: Complete with the information. Share your answers.

I am years old. My class teacher’s name is:

2023 Version Page 5 of 57

Be a hero! Following these hygienic actions, you will be a hero.

Activity 2: Listen, say, draw and colour.

2023 Version Page 6 of 57

• Why is Science important for you?

• Check your workbook. What are we going to learn this term?

2023 Version Page 7 of 57

Science helps me enjoy

2023 Version Page 8 of 57

Unit 0: Welcome back!

Our Classroom Routines

I bring my school supplies to school. I raise my hand when I have a question.

2023 Version Page 9 of 57

2023 Version Page 10 of 57

Ø OA. 7. Describe, give examples and practice healthy habits (e.g.,

2023 Version Page 11 of 57

2023 Version Page 12 of 57

2023 Version Page 13 of 57

Activity 1: Look at the pictures. Circle the children doing exercising.

Exercise keeps my body healthy.

Exercising makes me strong.

2023 Version Page 14 of 57

2023 Version Page 15 of 57

2023 Version Page 16 of 57

Activity 2: Is it a good hygiene habit? Tick √ or cross ×

I do actions that help me stay healthy.

2023 Version Page 17 of 57

I am healthy: I brush my teeth

Activity 1: Watch the following video. Then, sing and dance!

2023 Version Page 19 of 57

Unit 1: Healthy Habits.

Food Healthy Unhealthy

2023 Version Page 20 of 57

2023 Version Page 21 of 57

Activity 4: Complete the sentence below by tracing.

• Do you wash the fruits you eat?

• Do you keep the milk in the refrigerator?

Make sure to check the food

2023 Version Page 22 of 57

Make sure to eat only cooked

2023 Version Page 23 of 57

I can identify the healthy habits. 😊 😐 ☹

I am careful with the food. 😊 😐 ☹

2023 Version Page 24 of 57

Ø OA 6. Identify and describe the location and function of senses, ideas

2023 Version Page 25 of 57

red: the big ball.

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Name: _______________________ Class: