Light and Sound and NGSS

Light and Sound and NGSS

Topic Arrangements of the Next Generation Science Standards At the beginning of the NGSS development process, in order to eliminate potential redundancy, seek an appropriate grain size, and seek natural connections among the Disciplinary Core Ideas (DCIs) identified within the Framework for K-12 Science Education, the writers arranged the DCIs into topics around which to develop the standards. This structure provided the original basis of the standards, and is preferred by many states. However, the coding structure of individual performance expectations reflects the DCI arrangement in the Framework. Due to the fact that the NGSS progress toward end-of-high school core ideas, the standards may be rearranged in any order within a grade level. Table of Contents Elementary Introduction ………………………………………………………………………………………….. 3 Kindergarten Storyline …………………………………………………………………………………………….. 4 K.Forces and Interactions: Pushes and Pulls …………………………………………………………………. 5 K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment …………. 6 K.Weather and Climate ……………………………………………………………………………………………. 7 First Grade Storyline ……………………………………………………………………………………………….. 8 1.Waves: Light and Sound ……………………………………………………………………………………….. 9 1.Structure, Function, and Information Processing ………………………………………………………… 10 1.Space Systems: Patterns and Cycles ……………………………………………………………………….. 11 Second Grade Storyline ………………………………………………………………………………………….. 12 2.Structure and Properties of Matter ………………………………………………………………………….. 13 2.Interdependent Relationships in Ecosystems……………………………………………………………… 14 2.Earth’s Systems: Processes that Shape the Earth ……………………………………………………….. 15 K-2.Engineering Design ………………………………………………………………………………………….. 16 Third Grade Storyline …………………………………………………………………………………………….. 17 3.Forces and Interactions ……………………………………………………………………………………….. 18 3.Interdependent Relationships in Ecosystems……………………………………………………………… 19 3.Inheritance and Variation of Traits: Life Cycles and Traits …………………………………………….. 20 3.Weather and Climate …………………………………………………………………………………………… 21 Fourth Grade Storyline …………………………………………………………………………………………… 22 4.Energy …………………………………………………………………………………………………………….. 23 4.Waves: Waves and Information ……………………………………………………………………………… 24 4.Structure, Function, and Information Processing ………………………………………………………… 25 4.Earth’s Systems: Processes that Shape the Earth ……………………………………………………….. 26 Fifth Grade Storyline ……………………………………………………………………………………………… 27 5.Structure and Properties of Matter ………………………………………………………………………….. 28 5.Matter and Energy in Organisms and Ecosystems……………………………………………………….. 29 5.Earth’s Systems …………………………………………………………………………………………………. 30 5.Space Systems: Stars and the Solar System ……………………………………………………………… 31 3-5.Engineering Design ………………………………………………………………………………………….. 32 Middle School Physical Sciences Storyline ……………………………………………………………………. 33 Middle School Life Sciences Storyline …………………………………………………………………………. 35 Middle School Earth and Space Sciences Storyline …………………………………………………………. 37 Middle School Engineering Design Storyline …………………………………………………………………. 39 MS.Structure and Properties of Matter ……………………………………………………………………….. 40 MS.Chemical Reactions …………………………………………………………………………………………… 42 MS.Forces and Interactions ……………………………………………………………………………………… 43 MS.Energy …………………………………………………………………………………………………………… 45 November 2013 ©2013 Achieve, Inc. All rights reserved. 1 of 102 MS.Waves and Electromagnetic Radiation …………………………………………………………………… 47 MS.Structure, Function, and Information Processing………………………………………………………. 48 MS.Matter and Energy in Organisms and Ecosystems …………………………………………………….. 50 MS.Interdependent Relationships in Ecosystems …………………………………………………………… 52 MS.Growth, Development, and Reproduction of Organisms ……………………………………………… 53 MS.Natural Selection and Adaptations ………………………………………………………………………… 55 MS.Space Systems ………………………………………………………………………………………………… 57 MS.History of Earth ……………………………………………………………………………………………….. 58 MS.Earth’s Systems ……………………………………………………………………………………………….. 59 MS.Weather and Climate ………………………………………………………………………………………… 60 MS.Human Impacts ……………………………………………………………………………………………….. 61 MS.Engineering Design …………………………………………………………………………………………… 63 High School Physical Sciences Storyline ………………………………………………………………………. 65 High School Life Sciences Storyline ……………………………………………………………………………. 68 High School Earth and Space Sciences Storyline …………………………………………………………… 70 High School Engineering Design Storyline……………………………………………………………………. 73 HS.Structure and Properties of Matter ………………………………………………………………………… 74 HS.Chemical Reactions …………………………………………………………………………………………… 76 HS.Forces and Interactions ……………………………………………………………………………………… 78 HS.Energy …………………………………………………………………………………………………………… 80 HS.Waves and Electromagnetic Radiation ……………………………………………………………………. 82 HS.Structure and Function ………………………………………………………………………………………. 84 HS.Matter and Energy in Organisms and Ecosystems …………………………………………………….. 85 HS.Interdependent Relationships in Ecosystems …………………………………………………………… 87 HS.Inheritance and Variation of Traits………………………………………………………………………… 89 HS.Natural Selection and Evolution ……………………………………………………………………………. 91 HS.Space Systems ………………………………………………………………………………………………… 93 HS.History of Earth ……………………………………………………………………………………………….. 95 HS.Earth’s Systems ……………………………………………………………………………………………….. 97 HS.Weather and Climate …………………………………………………………………………………………. 99 HS.Human Sustainability ………………………………………………………………………………………….100 HS.Engineering Design ……………………………………………………………………………………………102 November 2013 ©2013 Achieve, Inc. All rights reserved. 2 of 102 Elementary Standards Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s). The performance expectations in elementary school grade bands develop ideas and skills that will allow students to explain more complex phenomena in the four disciplines as they progress to middle school and high school. While the performance expectations shown in kindergarten through fifth grade couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations. November 2013 ©2013 Achieve, Inc. All rights reserved. 3 of 102 Kindergarten The performance expectations in kindergarten help students formulate answers to questions such as: “What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today and how is it different from yesterday?” Kindergarten performance expectations include PS2, PS3, LS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. The crosscutting concepts of patterns; cause and effect; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the kindergarten performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. November 2013 ©2013 Achieve, Inc. All rights reserved. 4 of 102 K.Forces and Interactions: Pushes and Pulls K.Forces and Interactions: Pushes and Pulls Students who demonstrate understanding can: K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.  With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1) Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Analyze data from tests of an object or tool to determine if it works as intended. (K-PS2-2) —————————————————– Connections to Nature of Science Disciplinary Core Ideas PS2.A: Forces and Motion  Pushes and pulls can have different strengths and directions. (KPS2-1),(K-PS2-2)  Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1),(K-PS2-2) PS2.B: Types of Interactions  When objects touch or collide, they push on one another and can change motion. (K-PS2-1) PS3.C: Relationship Between Energy and Forces  A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) ETS1.A: Defining Engineering Problems  A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to K- Crosscutting Concepts Cause and Effect  Simple tests can be designed to gather evidence to support or refute student ideas about causes. (K-PS21),(K-PS2-2) PS2-2) Scientific Investigations Use a Variety of Methods  Scientists use different ways to study the world. (K-PS2-1) Connections to other DCIs in kindergarten: K.ETS1.A (K-PS2-2); K.ETS1.B (K-PS2-2) Articulation of DCIs across grade-levels: 2.ETS1.B (K-PS2-2); 3.PS2.A (K-PS2-1),(K-PS2-2); 3.PS2.B (K-PS2-1); 4.PS3.A (K-PS2-1); 4.ETS1.A (K-PS2-2) Common Core State Standards Connections: ELA/Literacy – RI.K.1 W.K.7 SL.K.3 With prompting and support, ask and answer questions about key details in a text. (K-PS2-2) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1) Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2) MP.2 K.MD.A.1 K.MD.A.2 Reason abstractly and quantitatively. (K-PS2-1) Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1) Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1) Mathematics – *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 5 of 102 K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Students who demonstrate understanding can: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water.] K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.  Use a model to represent relationships in the natural world. (K-ESS3-1) Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1) Engaging in Argument from Evidence Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).  Construct an argument with evidence to support a claim. (K-ESS2-2) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.  Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) Disciplinary Core Ideas LS1.C: Organization for Matter and Energy Flow in Organisms  All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1) ESS2.E: Biogeology  Plants and animals can change their environment. (K-ESS2-2) ESS3.A: Natural Resources  Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1) ESS3.C: Human Impacts on Earth Systems  Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (secondary to K-ESS2-2),(K-ESS3-3) ETS1.B: Developing Possible Solutions  Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. Crosscutting Concepts Patterns  Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1) Cause and Effect  Events have causes that generate observable patterns. (K-ESS3-3) Systems and System Models  Systems in the natural and designed world have parts that work together. (K-ESS2-2),(K-ESS3-1) (secondary to K-ESS3-3) ———————————————– Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence  Scientists look for patterns and order when making observations about the world. (K-LS1-1) Connections to other DCIs in kindergarten: K.ETS1.A (K-ESS3-3) Articulation of DCIs across grade-levels: 1.LS1.A (K-LS1-1),(K-ESS3-1); 2.LS2.A (K-LS1-1); 2.ETS1.B (K-ESS3-3); 3.LS2.C (K-LS1-1); 3.LS4.B (K-LS1-1); 4.ESS2.E (K-ESS2-2); 4.ESS3.A (K-ESS3-3); 5.LS1.C (K-LS1-1); 5.LS2.A (K-LS1-1),(K-ESS3-1); 5.ESS2.A (K-ESS2-2),(K-ESS3-1); 5.ESS3.C (K-ESS3-3) Common Core State Standards Connections: ELA/Literacy – RI.K.1 W.K.1 W.K.7 SL.K.5 With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2) Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K-ESS2-2) Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS2-2),(K-ESS3-3) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1) Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1) MP.2 MP.4 K.CC K.MD.A.2 Reason abstractly and quantitatively. (K-ESS3-1) Model with mathematics. (K-ESS3-1) Counting and Cardinality (K-ESS3-1) Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-LS1-1) W.K.2 Mathematics – *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 6 of 102 K.Weather and Climate K.Weather and Climate Students who demonstrate understanding can: K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.] K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* K-ESS2-1. [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.] Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.] K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.  Ask questions based on observations to find more information about the designed world. (K-ESS3-2) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.  Make observations (firsthand or from media) to collect data that can be used to make comparisons. (K-PS3-1) Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-ESS2-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.  Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. (K-PS32) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.  Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. (K-ESS3-2) PS3.B: Conservation of Energy and Energy Transfer  Sunlight warms Earth’s surface. (K-PS3-1),(K-PS3-2) ESS2.D: Weather and Climate  Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1) ESS3.B: Natural Hazards  Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2) ETS1.A: Defining and Delimiting an Engineering Problem  Asking questions, making observations, and gathering information are helpful in thinking about problems. Patterns  Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. (K-ESS2-1) Cause and Effect  Events have causes that generate observable patterns. (K-PS3-1),(K-PS32),(K-ESS3-2) (secondary to K-ESS3-2) —————————————- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  People encounter questions about the natural world every day. (K-ESS3-2) Influence of Engineering, Technology, and Science on Society and the Natural World  People depend on various technologies in their lives; human life would be very different without technology. (K-ESS32) ———————————————————————– Connections to Nature of Science Scientific Investigations Use a Variety of Methods  Scientists use different ways to study the world. (K-PS3-1) Science Knowledge is Based on Empirical Evidence  Scientists look for patterns and order when making observations about the world. (K-ESS2-1) Connections to other DCIs in kindergarten: K.ETS1.A (K-PS3-2),(K-ESS3-2); K.ETS1.B (K-PS3-2) Articulation of DCIs across grade-levels: 1.PS4.B (K-PS3-1),(K-PS3-2); 2.ESS1.C (K-ESS3-2); 2.ESS2.A (K-ESS2-1); 2.ETS1.B (K-PS3-2); 3.ESS2.D (K-PS3-1),(K-ESS2-1); 3.ESS3.B (K-ESS3-2); 4.ESS2.A (K-ESS2-1); 4.ESS3.B (K-ESS3-2); 4.ETS1.A (K-PS3-2) Common Core State Standards Connections: ELA/Literacy – RI.K.1 W.K.7 SL.K.3 Mathematics – MP.2 MP.4 K.CC K.CC.A K.MD.A.1 K.MD.A.2 K.MD.B.3 With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS3-1),(K-PS3-2),(K-ESS21) Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2) Reason abstractly and quantitatively. (K-ESS2-1) Model with mathematics. (K-ESS2-1),(K-ESS3-2) Counting and Cardinality (K-ESS3-2) Know number names and the count sequence. (K-ESS2-1) Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1) Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS3-1),(KPS3-2) Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 7 of 102 First Grade The performance expectations in first grade help students formulate answers to questions such as: “What happens when materials vibrate? What happens when there is no light? What are some ways plants and animals meet their needs so that they can survive and grow? How are parents and their children similar and different? What objects are in the sky and how do they seem to move?” First grade performance expectations include PS4, LS1, LS3, and ESS1 Disciplinary Core Ideas from the NRC Framework. Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky. The crosscutting concepts of patterns; cause and effect; structure and function; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the first grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. November 2013 ©2013 Achieve, Inc. All rights reserved. 8 of 102 1.Waves: Light and Sound 1.Waves: Light and Sound Students who demonstrate understanding can: 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] 1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.  Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question. (1-PS4-1),(1-PS4-3) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.  Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena (1-PS42)  Use tools and materials provided to design a device that solves a specific problem. (1-PS4-4) PS4.A: Wave Properties  Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1) PS4.B: Electromagnetic Radiation  Objects can be seen if light is available to illuminate them or if they give off their own light. (1-PS4-2)  Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1PS4-3) PS4.C: Information Technologies and Instrumentation  People also use a variety of devices to communicate (send and receive information) over long distances. (1PS4-4) ——————————————————– Connections to Nature of Science Crosscutting Concepts Cause and Effect  Simple tests can be designed to gather evidence to support or refute student ideas about causes. (1-PS4-1),(1-PS4-2),(1-PS4-3) ————————————————- Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science, on Society and the Natural World  People depend on various technologies in their lives; human life would be very different without technology. (1-PS4-4) Scientific Investigations Use a Variety of Methods  Science investigations begin with a question. (1-PS4-1)  Scientists use different ways to study the world. (1-PS4-1) Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: K.ETS1.A (1-PS4-4); 2.PS1.A (1-PS4-3); 2.ETS1.B (1-PS4-4); 4.PS4.C (1-PS4-4); 4.PS4.B (1-PS4-2); 4.ETS1.A (1-PS4-4) Common Core State Standards Connections: ELA/Literacy – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1-PS4-2) Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS41),(1-PS4-2),(1-PS4-3),(1-PS4-4) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1),(1-PS4-2),(1PS4-3) Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1),(1-PS4-2),(1- W.1.2 W.1.7 W.1.8 SL.1.1 Mathematics – MP.5 1.MD.A.1 1.MD.A.2 PS4-3) Use appropriate tools strategically. (1-PS4-4) Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-PS4-4) Express the length of an object as a whole number of length units, by layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (1-PS4-4) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 9 of 102 1.Structure, Function, and Information Processing 1.Structure, Function, and Information Processing Students who demonstrate understanding can: 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.  Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (1-LS3-1)  Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K– 2 builds on prior experiences and uses observations and texts to communicate new information.  Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2) LS1.A: Structure and Function  All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1) LS1.B: Growth and Development of Organisms  Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2) LS1.D: Information Processing  Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1) LS3.A: Inheritance of Traits  Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. (1LS3-1) LS3.B: Variation of Traits  Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1) ———————————————– Connections to Nature of Science Crosscutting Concepts Patterns  Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. (1-LS1-2),(1-LS31) Structure and Function  The shape and stability of structures of natural and designed objects are related to their function(s). (1-LS1-1) ———————————————- Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World  Every human-made product is designed by applying some knowledge of the natural world and is built by built using materials derived from the natural world. (1-LS1-1) Scientific Knowledge is Based on Empirical Evidence  Scientists look for patterns and order when making observations about the world. (1-LS1-2) Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2) 3.LS3.A (1-LS3-1); 3.LS3.B (1-LS3-1); 4.LS1.A (1-LS1-1); 4.LS1.D (1-LS1-1); 4.ETS1.A (1-LS1-1) Common Core State Standards Connections: ELA/Literacy – RI.1.1 RI.1.2 RI.1.10 W.1.7 W.1.8 Mathematics – Ask and answer questions about key details in a text. (1-LS1-2),(1-LS3-1) Identify the main topic and retell key details of a text. (1-LS1-2) With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2) Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS11),(1-LS3-1) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3-1) MP.2 MP.5 1.NBT.B.3 1.NBT.C.4 Reason abstractly and quantitatively. (1-LS3-1) Use appropriate tools strategically. (1-LS3-1) Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols , , and . (1-LS1-2) Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1- 1.NBT.C.5 1.NBT.C.6 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2) Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (1-LS1-2) Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1) 1.MD.A.1 LS1-2) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 10 of 102 1.Space Systems: Patterns and Cycles 1.Space Systems: Patterns and Cycles Students who demonstrate understanding can: 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. 1-ESS1-2. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.] Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Planning and Carrying Out Investigations ESS1.A: The Universe and its Stars Planning and carrying out investigations to answer questions or  Patterns of the motion of the sun, moon, and stars in test solutions to problems in K–2 builds on prior experiences and the sky can be observed, described, and predicted. (1progresses to simple investigations, based on fair tests, which ESS1-1) provide data to support explanations or design solutions. ESS1.B: Earth and the Solar System  Make observations (firsthand or from media) to collect data  Seasonal patterns of sunrise and sunset can be that can be used to make comparisons. (1-ESS1-2) observed, described, and predicted. (1-ESS1-2) Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (1ESS1-1) Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: 3.PS2.A (1-ESS1-1); 5.PS2.B (1-ESS1-1),(1-ESS1-2) 5-ESS1.B (1-ESS1-1),(1-ESS1-2) Crosscutting Concepts Patterns  Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. (1-ESS1-1),(1-ESS1-2) ———————————————– Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems  Science assumes natural events happen today as they happened in the past. (1-ESS1-1)  Many events are repeated. (1-ESS1-1) Common Core State Standards Connections: ELA/Literacy – W.1.7 W.1.8 Mathematics – MP.2 MP.4 MP.5 1.OA.A.1 1.MD.C.4 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1ESS1-1),(1-ESS1-2) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1),(1-ESS1-2) Reason abstractly and quantitatively. (1-ESS1-2) Model with mathematics. (1-ESS1-2) Use appropriate tools strategically. (1-ESS1-2) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. (1-ESS1-2) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (1-ESS1-2) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 11 of 102 Second Grade The performance expectations in second grade help students formulate answers to questions such as: “How does land change and what are some things that cause it to change? What are the different kinds of land and bodies of water? How are materials similar and different from one another, and how do the properties of the materials relate to their use? What do plants need to grow? How many types of living things live in a place?” Second grade performance expectations include PS1, LS2, LS4, ESS1, ESS2, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth. The crosscutting concepts of patterns; cause and effect; energy and matter; structure and function; stability and change; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the second grade performance expectations, students are expected to demonstrate gradeappropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. November 2013 ©2013 Achieve, Inc. All rights reserved. 12 of 102 2.Structure and Properties of Matter 2.Structure and Properties of Matter Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.] 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.] 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.  Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Analyze data from tests of an object or tool to determine if it works as intended. (2-PS1-2) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.  Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (2-PS1-3) Engaging in Argument from Evidence Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).  Construct an argument with evidence to support a claim. (2PS1-4) PS1.A: Structure and Properties of Matter  Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)  Different properties are suited to different purposes. (2PS1-2),(2-PS1-3)  A great variety of objects can be built up from a small set of pieces. (2-PS1-3) PS1.B: Chemical Reactions  Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4) Patterns  Patterns in the natural and human designed world can be observed. (2-PS1-1) Cause and Effect  Events have causes that generate observable patterns. (2-PS1-4)  Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2) Energy and Matter  Objects may break into smaller pieces and be put together into larger pieces, or change shapes. (2-PS1-3) ———————————————– Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World  Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (2-PS1-2) ——————————————————–Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena  Scientists search for cause and effect relationships to explain natural events. (2-PS1-4) Connections to other DCIs in second grade: N/A Articulation of DCIs across grade-levels: 4.ESS2.A (2-PS1-3); 5.PS1.A (2-PS1-1),(2-PS1-2),(2-PS1-3); 5.PS1.B (2-PS1-4); 5.LS2.A (2-PS1-3) Common Core State Standards Connections: ELA/Literacy – RI.2.1 RI.2.3 RI.2.8 W.2.1 W.2.7 W.2.8 Mathematics – MP.2 MP.4 MP.5 2.MD.D.10 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-PS1-4) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4) Describe how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2-PS1-4) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-1),(2-PS12),(2-PS1-3) Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1),(2-PS1-2),(2-PS1-3) Reason abstractly and quantitatively. (2-PS1-2) Model with mathematics. (2-PS1-1),(2-PS1-2) Use appropriate tools strategically. (2-PS1-2) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-1),(2-PS1-2) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 13 of 102 2.Interdependent Relationships in Ecosystems 2.Interdependent Relationships in Ecosystems Students who demonstrate understanding can: 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.] 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.  Develop a simple model based on evidence to represent a proposed object or tool. (2-LS2-2) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.  Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-LS2-1)  Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1) Disciplinary Core Ideas LS2.A: Interdependent Relationships in Ecosystems  Plants depend on water and light to grow. (2-LS2-1)  Plants depend on animals for pollination or to move their seeds around. (2-LS2-2) LS4.D: Biodiversity and Humans  There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1) ETS1.B: Developing Possible Solutions  Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. Crosscutting Concepts Cause and Effect  Events have causes that generate observable patterns. (2-LS2-1) Structure and Function  The shape and stability of structures of natural and designed objects are related to their function(s). (2-LS2-2) (secondary to 2-LS2-2) ——————————————————- Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence  Scientists look for patterns and order when making observations about the world. (2-LS4-1) Connections to other DCIs in second grade: N/A Articulation of DCIs across grade-levels: K.LS1.C (2-LS2-1); K-ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS22),(2-LS4-1) Common Core State Standards Connections: ELA/Literacy – W.2.7 W.2.8 SL.2.5 Mathematics – MP.2 MP.4 MP.5 2.MD.D.10 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1) Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1) Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2) Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1) Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1) Use appropriate tools strategically. (2-LS2-1) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems. (2-LS2-2),(2-LS4-1) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 14 of 102 2.Earth’s Systems: Processes that Shape the Earth 2.Earth’s Systems: Processes that Shape the Earth Students who demonstrate understanding can: 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.] 2-ESS2-1. 2-ESS2-2. 2-ESS2-3. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.] Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.] Obtain information to identify where water is found on Earth and that it can be solid or liquid. The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models ESS1.C: The History of Planet Earth Patterns Modeling in K–2 builds on prior experiences and progresses to  Some events happen very quickly; others occur very  Patterns in the natural world can be include using and developing models (i.e., diagram, drawing, slowly, over a time period much longer than one can observed. (2-ESS2-2),(2-ESS2-3) physical replica, diorama, dramatization, or storyboard) that observe. (2-ESS1-1) Stability and Change represent concrete events or design solutions. ESS2.A: Earth Materials and Systems  Things may change slowly or rapidly. (2 Develop a model to represent patterns in the natural world.  Wind and water can change the shape of the land. (2ESS1-1),(2-ESS2-1) (2-ESS2-2) ESS2-1) Constructing Explanations and Designing Solutions ESS2.B: Plate Tectonics and Large-Scale System ————————————————-Constructing explanations and designing solutions in K–2 builds Interactions Connections to Engineering, Technology, on prior experiences and progresses to the use of evidence and  Maps show where things are located. One can map the and Applications of Science ideas in constructing evidence-based accounts of natural shapes and kinds of land and water in any area. (2-ESS2phenomena and designing solutions. 2) Influence of Engineering, Technology, and  Make observations from several sources to construct an ESS2.C: The Roles of Water in Earth’s Surface Science on Society and the Natural World evidence-based account for natural phenomena. (2-ESS1-1) Processes  Developing and using technology has impacts  Compare multiple solutions to a problem. (2-ESS2-1)  Water is found in the ocean, rivers, lakes, and ponds. on the natural world. (2-ESS2-1) Obtaining, Evaluating, and Communicating Information Water exists as solid ice and in liquid form. (2-ESS2-3) Obtaining, evaluating, and communicating information in K–2 ETS1.C: Optimizing the Design Solution ————————————————-builds on prior experiences and uses observations and texts to  Because there is always more than one possible solution Connections to Nature of Science communicate new information. to a problem, it is useful to compare and test designs.  Obtain information using various texts, text features (e.g., (secondary to 2-ESS2-1) Science Addresses Questions About the headings, tables of contents, glossaries, electronic menus, Natural and Material World icons), and other media that will be useful in answering a  Scientists study the natural and material scientific question. (2-ESS2-3) world. (2-ESS2-1) Connections to other DCIs in second grade: 2.PS1.A (2-ESS2-3) Articulation of DCIs across grade-levels: K.ETS1.A (2-ESS2-1); 3.LS2.C (2-ESS1-1); 4.ESS1.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1),(2-ESS2-1); 4.ESS2.B (2-ESS2-2); 4.ETS1.A (2ESS2-1); 4.ETS1.B (2-ESS2-1); 4.ETS1.C (2-ESS2-1); 5.ESS2.A (2-ESS2-1); 5.ESS2.C (2-ESS2-2),(2-ESS2-3) Common Core State Standards Connections: ELA/Literacy – RI.2.1 RI.2.3 RI.2.9 W.2.6 W.2.7 W.2.8 SL.2.2 SL.2.5 Mathematics – MP.2 MP.4 MP.5 2.NBT.A 2.NBT.A.3 2.MD.B.5 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-ESS1-1) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-ESS1-1),(2-ESS2-1) Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2-ESS1-1),(2-ESS2-3) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-ESS1-1) Recall information from experiences or gather information from provided sources to answer a question. (2-ESS1-1),(2-ESS2-3) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2-ESS1-1) Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-ESS2-2) Reason abstractly and quantitatively. (2-ESS2-1),(2-ESS2-1),(2-ESS2-2) Model with mathematics. (2-ESS1-1),(2-ESS2-1),(2-ESS2-2) Use appropriate tools strategically. (2-ESS2-1) Understand place value. (2-ESS1-1) Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2) Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. (2-ESS2-1) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 15 of 102 K-2.Engineering Design K-2.Engineering Design Students who demonstrate understanding can: K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Asking Questions and Defining Problems Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.  Ask questions based on observations to find more information about the natural and/or designed world. (K-2ETS1-1)  Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2ETS1-1) Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.  Develop a simple model based on evidence to represent a proposed object or tool. (K-2-ETS1-2) Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Analyze data from tests of an object or tool to determine if it works as intended. (K-2-ETS1-3) Disciplinary Core Ideas ETS1.A: Defining and Delimiting Engineering Problems  A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2ETS1-1)  Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)  Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1) ETS1.B: Developing Possible Solutions  Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2) ETS1.C: Optimizing the Design Solution  Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (K-2-ETS1-3) Crosscutting Concepts Structure and Function  The shape and stability of structures of natural and designed objects are related to their function(s). (K-2ETS1-2) Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include: Kindergarten: K-PS2-2, K-ESS3-2 Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include: Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2 Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation of DCIs across grade-bands: 3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2 -ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K2-ETS1-3) Common Core State Standards Connections: ELA/Literacy – RI.2.1 W.2.6 W.2.8 SL.2.5 Mathematics – MP.2 MP.4 MP.5 2.MD.D.10 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3) Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3) Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2) Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3) Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3) Use appropriate tools strategically. (K-2-ETS1-1),(K-2-ETS1-3) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3) The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 16 of 102 Third Grade The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of the year? How can the impact of weather-related hazards be reduced? How do organisms vary in their traits? How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? What happens to organisms when their environment changes? How do equal and unequal forces on an object affect the object? How can magnets be used?” Third grade performance expectations include PS2, LS1, LS2, LS3, LS4, ESS2, and ESS3 Disciplinary Core Ideas from the NRC Framework. Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments. Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the third grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems; developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. November 2013 ©2013 Achieve, Inc. All rights reserved. 17 of 102 3.Forces and Interactions 3.Forces and Interactions Students who demonstrate understanding can: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.] 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.] 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.] 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Asking Questions and Defining Problems Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.  Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3)  Define a simple problem that can be solved through the development of a new or improved object or tool. (3-PS2-4) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.  Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)  Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2) —————————————————————— Connections to Nature of Science Disciplinary Core Ideas PS2.A: Forces and Motion  Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1)  The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2) PS2.B: Types of Interactions  Objects in contact exert forces on each other. (3-PS2-1)  Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4) Crosscutting Concepts Patterns  Patterns of change can be used to make predictions. (3-PS2-2) Cause and Effect  Cause and effect relationships are routinely identified. (3-PS2-1)  Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3) ———————————————— Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process. (3-PS2-4) Science Knowledge is Based on Empirical Evidence  Science findings are based on recognizing patterns. (3-PS2-2) Scientific Investigations Use a Variety of Methods  Science investigations use a variety of methods, tools, and techniques. (3-PS2-1) Connections to other DCIs in third grade: N/A Articulation of DCIs across grade-levels: K.PS2.A (3-PS2-1); K.PS2.B (3-PS2-1); K.PS3.C (3-PS2-1); K.ETS1.A (3-PS2-4); 1.ESS1.A (3-PS2-2); 4.PS4.A (3-PS2-2); 4.ETS1.A (3PS2-4); 5.PS2.B (3-PS2-1); MS.PS2.A (3-PS2-1),(3-PS2-2); MS.PS2.B (3-PS2-3),(3-PS2-4); MS.ESS1.B (3-PS2-1),(3-PS2-2); MS.ESS2.C (3-PS2-1) Common Core State Standards Connections: ELA/Literacy – RI.3.1 RI.3.3 RI.3.8 W.3.7 W.3.8 SL.3.3 Mathematics – MP.2 MP.5 3.MD.A.2 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-PS2-1),(3-PS2-3) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-PS2-3) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (3-PS2-3) Conduct short research projects that build knowledge about a topic. (3-PS2-1),(3-PS2-2) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-PS21),(3-PS2-2) Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3-PS2-3) Reason abstractly and quantitatively. (3-PS2-1) Use appropriate tools strategically. (3-PS2-1) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-PS2-1) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 18 of 102 3.Interdependent Relationships in Ecosystems 3.Interdependent Relationships in Ecosystems Students who demonstrate understanding can: 3-LS2-1. Construct an argument that some animals form groups that help members survive. 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.] 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.] 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.  Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1) Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed worlds.  Construct an argument with evidence, data, and/or a model. (3-LS2-1)  Construct an argument with evidence. (3-LS4-3)  Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4) LS2.C: Ecosystem Dynamics, Functioning, and Resilience  When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4) LS2.D: Social Interactions and Group Behavior  Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1) LS4.A: Evidence of Common Ancestry and Diversity  Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)  Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3-LS4-1) LS4.C: Adaptation  For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3) LS4.D: Biodiversity and Humans  Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4) Cause and Effect  Cause and effect relationships are routinely identified and used to explain change. (3-LS21),(3-LS4-3) Scale, Proportion, and Quantity  Observable phenomena exist from very short to very long time periods. (3-LS4-1) Systems and System Models  A system can be described in terms of its components and their interactions. (3-LS4-4) ————————————————- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4) ————————————————- Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems  Science assumes consistent patterns in natural systems. (3-LS4-1) Connections to other DCIs in third grade: 3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4) Articulation of DCIs across grade-levels: K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS1.B (3-LS2-1); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4); 4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS2-1),(3-LS4-1)(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS4.A (3-LS4-1); MS.LS4.B (3-LS4-3); MS.LS4.C (3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4) Common Core State Standards Connections: ELA/Literacy – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4) Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-3),(3LS4-4) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4) Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-3),(3-LS4-4) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4- RI.3.1 RI.3.2 RI.3.3 W.3.1 W.3.2 W.3.8 SL.3.4 Mathematics – MP.2 MP.4 MP.5 3.NBT 3.MD.B.3 3.MD.B.4 3),(3-LS4-4) Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-3),(3-LS4-4) Model with mathematics. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4) Use appropriate tools strategically. (3-LS4-1) Number and Operations in Base Ten (3-LS2-1) Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-3) Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1) *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. November 2013 ©2013 Achieve, Inc. All rights reserved. 19 of 102 3.Inheritance and Variation of Traits: Life Cycles and Traits 3.Inheritance and Variation of Traits: Life Cycles and Traits Students who demonstrate understanding can: 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.] 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.] Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.] 3-LS3-2. 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.  Develop models to describe phenomena. (3-LS1-1) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.  Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.  Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)  Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2) LS1.B: Growth and Development of Organisms  Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1) LS3.A: Inheritance of Traits  Many chara…
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