K 2sciencecorecurriculum

UtahStateOfficeof Education
Elementary Core Curriculum 2010
K2ScienceCoreCurriculum
K2ScienceCoreCurriculum

UtahStateOfficeofEducation 250East500South P.O.Box144200 SaltLakeCity,UT841144200 LarryK.Shumway,Ed.D. StateSuperintendentofPublicInstruction BrendaHales AssociateSuperintendent,StudentAchievementandSchoolSuccess LynneGreenwood Director,CurriculumandInstruction DavidA.Smith CurriculumCoordinator Science/Mathematics
UTAHSTATEBOARDOFEDUCATION 250East500South P.O.Box144200 SaltLakeCity,UT841144200 District1 TamiW.Pyfer 52BallardWay Logan,UT84321 (435)7537529 District6 MichaelG.Jensen 4139S.AubreyLane WestValleyCity,UT84128 (801)9555550 District11 DavidL.Crandall 13464SaddleRidgeDr. Draper,UT84020 (801)5019095 BoardofRegents Representative MeghanHolbrook 775NorthHilltopRd SaltLakeCity,UT84103 (801)3590622 District2 GregW.Haws 5841West4600South Hooper,UT84315 (801)9857980 District7 LeslieB.Castle 2465St.MarysDrive SaltLakeCity,UT84108 (801)5819752 District12 CarolMurphy 463West140North Midway,UT84049 (435)7290941 BoardofRegents AdvisoryCommittee RosanitaCespedes 1470South400East SaltLakeCity,UT84115 (801)4667371 LarryK.Shumway ExecutiveOfficer District3 CraigE.Coleman 621S.MainSt. Genola,UT84655 (801)7543655 District4 DavidL.Thomas 7875South2250East SouthWeber,UT84405 (801)4797479 District9 DenisMorrill 6016South2200West Taylorsville,UT84118 (801)9692334 District14 DixieAllen 218West5250North Vernal,UT84078 (435)7890534 UCATRepresentative DouglasJ.Holmes 27425thStreet Ogden,UT84401 (801)4798163 District5 KimR.Burningham 932CanyonCrestDr. Bountiful,UT84010 (801)2929261 District10 LaurelBrown 5311S.LuckyCloverLn Murray,UT84123 (801)2614221 District15 DebraG.Roberts P.O.Box1780 Beaver,UT84713 (435)4385843 USBAAdvisory TamaraLowe 2466West650North WestPoint,UT84015 (801)7760870
District8 JanetA.Cannon 5256HolladayBlvd. SaltLakeCity,UT84117 (801)2723516 District13 C.MarkOpenshaw 3329PiuteDrive Provo,UT84604 (801)3770790
CoalitionofMinorities AdvisoryCommittee Representative RobertR.Depoe 4015West200North CedarCity,UT84720 (435)5592400
TwilaB.Affleck Secretary
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TableofContents
Page TableofContents...................................................................................................... 4 Introduction........................................................................................................... 5 InstructionalFramework.............................................................................................. 7 K2Standard1TheProcesses,Communication,andNatureofScience................................................. 8 ScienceContentbyStandardStandard2................................................................................ ScienceContentbyStandardStandard3................................................................................ ScienceContentbyStandardStandard4................................................................................ SupplementalMaterialsforStandard4LifeScience...................................................................... 9 20 28 29 SupplementalMaterialsforStandard2EarthandSpaceScience......................................................... 10 SupplementalMaterialsforStandard3PhysicalScience................................................................. 21
AppendixABigIdeas.................................................................................................. 36 AppendixBWhatStudentsShouldUnderstand,Do,andKnow..................................................... AppendixCHowtoReadtheSupplementalMaterials.................................................................... AppendixDNotes,Explanations,andResearchBase..................................................................... AppendixEReferences...................................................................................... 39 46 47 50
UtahElementaryScienceCoreCurriculum GradesK2
Introduction Scienceisawayofknowing,aprocessforgainingknowledgeandunderstandingofthenaturalworld.TheScienceCoreCurriculum placesemphasisonunderstandingandusingskills.Studentsshouldbeactivelearners.Itisnotenoughforstudentstoreadabout science;theymustdoscience.Theyshouldobserve,inquire,question,formulateandtesthypotheses,analyzedata,report,and evaluatefindings.Thestudents,asscientists,shouldhavehandson,activeexperiencesthroughouttheinstructionofthescience curriculum. TheK2ScienceCoredescribeswhatstudentsshouldknowandbeabletodoattheendofeachoftheK2gradelevels.Itwas developed,critiqued,piloted,andrevisedbyacommunityofUtahscienceteachers,universityscienceeducators,andStateOfficeof Educationspecialists.CoreStandardsaresupportedbymaterialresearchonscienceliteracyandessentiallearningstandards.The coreconceptsincludedintheStandardsarethosethatarecentraltoadisciplineofscience(i.e.EarthandSpaceScience,Physical Science,andLifeScience),thatareaccessibletostudentsstartinginkindergarten,andhavepotentialforsustainedexploration acrossgradesK2andbeyond. LiteracyandNumeracyConnections TheK2ScienceCoresupportsliteracyandnumeracylearningforallstudents.TheGuidancesectioncontainssuggestedstrategies thatareconnectedtolanguageartsandmathematicaltopics.Theseconnectionsassistteacherswithactivitiesofreading,writing, speaking,presenting,calculating,graphing,andmeasuringintheirscienceteaching.Teachersmayintegratetheseactivitiesinto literacyormathematicsinstructionalblocks,facilitatingnotonlytheteachingofscienceinafullinstructionalschedule,butalso increasingtheliteracylearningofmanystudentsbyincludingnonfictionreadingandwritingintheliteracyblock.Scienceconcepts canbetaughtintandemwithliteracyskillsthroughreading,speaking,andwritingwhilestudentsareinvolvedinthescientific process.Mathematicalunderstandingcanalsobeenhancedbyhighlightingtheapplicationofmathematicalconceptsinscientific settings,suchasusingmeasurementconceptstoweighrocksormeasureplantstoinvestigatechangeovertime. Organization TheK2Coreisarrangedtohelpteachersorganizeanddeliverinstructionasfollows:
InstructionalFramework: Describeshowthecoreisorganizedtoassistteachersinunderstandingandteachingscientificconceptsthrough processskills,utilizingbigideas,andmakingapplicationtotechnologyandsociety.
Standards: Standard1:Istheintendedlearningoutcomesstandard.Itcontainsthreeobjectives:ProcessesofScience, CommunicationofScience,andtheNatureofScience.Standard1isnotastandalonepieceoflearning,butis designedtobeintegratedintothethreecontentstandards. Standards2,3,and4:Reflectsthedisciplinesofscience.Thesestandardsareconsistentacrossallthreegrades. Eachstandardisfurtherexplicatedbyobjectivesandindicators. Standard2isEarthandSpaceScience Standard3isPhysicalScience Standard4isLifeScience ScienceContentbyStandard:Showsthelearningprogressionsinherentinthecore.Thechartsareorganized bystandard,eachcontainingtheobjectivesandindicatorsforeachgradesidebyside. SupplementalMaterials:Includesachartofsupplementalmaterialsforeachobjectivewithinthecore.The supplementalmaterialsarecolorcodedbystandard:EarthandSpaceScienceisgreen,PhysicalScienceisblue, andLifeScienceisred.Aguideforreadingandusingthematerialswithanexplanationofeachsectionofthe sheetappearsinAppendixB. Appendices: AppendixA:TheBigIdeasforeachstandardorganizedbygradelevel. AppendixB:Howtoreadthesupplementalmaterialscharts. AppendixC:Note,explanations,andresearchbase. AppendixD:Referencesusedinthedevelopmentofthecore.
K2ScienceInstructionalFramework
EarthandSpaceScience
EarthMaterials CelestialMovement Weather (Standard2)
PhysicalScience
ForcesandMotion PropertiesofMaterials (Standard3)
LifeScience
ChangesinOrganismsOverTime NatureofLivingThings (Standard4)
through taught

ProcessesofgeneratingandcommunicatingscientificevidenceframedbyBigIdeas (Standard1)
K2Standard1IntendedLearningOutcomes
TheProcessesofScience,Communication ofScience,andtheNatureofScience
Studentswillbeabletoapplyscientificprocesses,communicatescientificideaseffectively, andunderstandthenatureofscience.
Standard1 TheProcesses, Communication,and NatureofScience Objective1. GeneratingEvidence: Usingtheprocessesof scientificinvestigation (i.e.framingquestions, designinginvestigations, conducting investigations,collecting data,drawing conclusions) Objective2. CommunicatingScience: Communicating effectivelyusingscience languageandreasoning Objective3. KnowinginScience: Understandingthe natureofscience Indicator1 Framingquestions: Observeusingsenses, createahypothesis, andfocusaquestion thatcanleadtoan investigation. Indicator2 Designing investigations: Considerreasonsthat supportideas,identify waystogather informationthatcould testideas,designfair tests,sharedesigns withpeersforinput andrefinement. Sharingideaswith peers. Indicator3 Conducting investigations: Observe,manipulate, measure,describe. Indicator4 Collectingdata: Decidingwhatdatato collectandhowto organize,record,and manipulatethedata. Indicator5 Drawingconclusions: Analyzingdata,making conclusionsconnected tothedataorthe evidencegathered, identifyinglimitations orconclusions, identifyingfuture questionsto investigate.
Developingsocial interactionskillswith peers. Ideasaresupportedby reasons.
Connectingideaswith reasons(evidence).
Therearelimitsto ideasinscience(i.e. whatcanbeobserved, measured,and verified).
Differencesin conclusionsarebest settledthrough additional observationsand investigations.
Usingmultiple methodsof communicating reasons/evidence (verbal,charts,graphs). Communicationof ideasinscienceis importantforhelping tocheckthereasonsfor ideas.
Standard1isnottobetaughtasstandalonecontent,butisintegratedintotheteachingoftheContentStandards (Standards2,3,and4)
ScienceContentbyStandardStandard2
Standard 2 EarthandSpaceScience
StudentswillgainanunderstandingofEarthandSpaceSciencethroughthestudyofearthmaterials,celestialmovement,andweather. Kindergarten FirstGrade SecondGrade Investigate non living things. Investigate the natural world including rock, Describethecharacteristicsofdifferent Objective1
soilandwater. rocks.
Indicators:
Observeandrecordthatbigrocksbreak downintosmallrocks,e.g.,boulders,rocks, pebbles,sand. Demonstratehowwaterandwindmovenon livingthings. Sort,group,andclassifyEarthmaterials,e.g., hard,smooth,rough,shiny,flat.
Observe,compare,describe,andsort componentsofsoilbysize,texture,andcolor. Identifyanddescribeavarietyofnatural sourcesofwater,includingstreams,lakes, andoceans. Gatherevidenceabouttheusesofrocks,soil, andwater.
Explainhowsmallerrockscomefromthe breakageandweatheringoflargerrocks. Describerocksintermsoftheirparts(e.g. crystals,grains,cement). Sortrocksbaseduponcolor,hardness, texture,layering,particlesizeandtype(i.e. igneous,metamorphic,sedimentary).
Objective2 Indicators:
Observeanddescribechangesindayand night.
Compareandcontrastlightanddarkinaday nightcycleandidentifythechangesasa pattern. Investigate,interpret,andexplaintoothers thatthesunprovidesheatandlighttoEarth. Examinewhathappenswhenyoublockthe sunslight.Exploreshadowsand temperaturechanges.
Observeanddescribethechangesand appearanceofthesunandmoonduring daylight.

Observeandrecord recognizableobjectsand patternsinthenightsky.

Observe,describe,andrecordpatternsinthe appearanceandapparentmotionofthe mooninthenightsky. Observeanddescribethenumber, arrangementandcolor/brightnessofstarsin thenightsky.
Observethesunatdifferenttimesduringthe dayandreportobservationstopeers. Observeandchartthemoonwhenitisvisible duringtheday.
Compareandcontrastseasonalweather changes.

Comparechangesinweatherovertime.
Observeandrecordthatweatherchanges occurfromdaytodayandweatherpatterns occurfromseasontoseason. Communicatewaysweathercanaffect individuals. Describe,predict,anddiscussdailyweather conditionsandhowpredictingtheweather canimproveourlives.
Observe,describe,andmeasureseasonal weatherpatternsandlocalvariations.
Compareandcontrasttheseasonalweather patternsduringtheschoolyear. Analyzeandinterpretdatasuchas temperaturesindifferentlocationsand differenttimes.
Identifycharacteristicsoftheseasonsofthe year. Identifycharacteristicsofweather,e.g.,types ofprecipitation,sunny,windy,foggy,and cloudy. Observeandrecordweatherinformation withineachseason.
SupplementalMaterialsforStandard2EarthandSpaceScience
Thematerialsonthefollowingpagesaresupplementaltothecore.EachobjectiveinStandard2hasasheetofinformationvitalto studentlearningofscienceandthescientificprocessesinherentinthecore.Theyareintendedtogiveguidancetotheteacheronthe followingtopics: TheBigIdeasgobeyonddiscretefactsorskillstofocusonlargerconcepts,principles,orprocesses(GrantWigginsandJay McTighe,UnderstandingbyDesign,1998,p.10).BigIdeasarecumulative,meaningthatstudentsrevisitideasthatare previouslydeveloped,butinmoreandmorecomplexwaysateachsuccessivegradelevel.Thisallowsteacherstoanchor learningatthebeginningofthegradeleveltoconceptsandreasoningabilitiesthatyoungchildrenbringwiththem(NRC, 2008).
IndicatorsprovidebothMeasureableOutcomesframedbyStandard1objectivesandBigIdeasandmeasurableindicatorsofstudent contentknowledgeandscientificprocessingforteachers.
Sciencelanguageisthelanguagethatstudentsshouldusewhenconversingoneachobjectivewithinthestandard.Students maynotbeexpectedtospellandreadeachandeveryterm. GuidanceforcombiningContentandProcessaresuggestedstrategiesteachersmayusetoteachthecore.Oneletter abbreviations(L,M,A,S)areincludedtoshowhowthesciencelearningmaybeintegratedintoLanguageArts,Mathematics, Arts,andSocialStudiesconcepts.Sciencecontentshouldneverbetaughtascontentalone,butshouldbetaughtthroughthe processofscientificpractice,embeddingcontentintoinquiry,handsonlearning,experimentation,interpretationof evidence,andcommunicationoffindings.Whenstudentsengageinscienceaspractice,theydevelopknowledgeand explanationsofthenaturalworldastheygenerateandinterpretevidence.(Ready,Set,Science:PuttingResearchtoWorkin K8ScienceClassrooms,pg.34) AccordingtotheNationalScienceEducationStandards,itisimportanttohelpstudentsestablishconnectionsbetweenthe naturalanddesignedworlds.GuidanceforcombiningScience,Technology,andSocietyprovidesupporttoteachersinthis area. Akeyforinterpretingtheabbreviationsusedinthesupplementarymaterialsisfoundatthebottomofthepage.
ImportantNote:AguideforreadingthesupplementarymaterialsisfoundinAppendixB.
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Subject Science
Grade K
Standard 2.EarthandSpaceScience Standard1BigIdeasIntendedLearningOutcomes (PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethings carefully(raisequestionsabouttheworldaroundthem,bewillingtoseekanswersto someofthosequestionsbymakingcarefulobservations). (CoS)Peoplearemorelikelytobelieveyourideasifyoucangivereasonsforthem(ask Howdoyouknow?inappropriatesituationsandattemptreasonableanswerswhen othersaskthemthesamequestions). (NoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare findingswithothers.
Objective 1.Investigatenonlivingthings. Science,Technology,andSocietyBigIdeas (T)Peopleuseappropriatetoolsandmodels toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsandget workdone. (S)Thetoolsandwaysofdoingthingsthat peoplehaveinventedaffectallaspectsof life.
ContentBigIdeas (E)Changeissomething thathappenstomany things. (E)Somechangesareso sloworsofastthatthey arehardtosee.
Indicators:Measureable0utcomesframedbyStandard1BigIdeas Indicator1.Observeandrecordthatbigrocksbreakdownintosmallrocks,e.g.,boulders,rocks,pebbles,sandandrecordtheresultsofobservations. Indicator2.Demonstratehowwaterandwindmovenonlivingthings. Indicator3.Sort,group,andclassifyEarthmaterials,e.g.,hard,smooth,rough,shiny,flat. Sciencelanguagestudentsshouldbeabletousecorrectly:wind,rivers,soil,change. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Studentsuseageappropriate Insmallgroups,havestudentsbuildasandstructureoftheirchoosinginasensorytable.Askthemtoinvestigatethefollowing toolsforinvestigations(sensory questions(andothersthatyouoryourstudentschoose):(PoS)(NoS)(CoS) table,safetygoggles,magnifying glass) Whathappenstoyoursandstructurewhenwindorwaterisapplied? (A)Studentsshouldbeabletosee Willwaterrunupthesandhillinyoursensorytable? rocksastoolsthatcanbeusedto Insmallgroupshavethestudentssimulatearockbreakingactivityutilizingsuchmaterialsashardcandy,bread,graham hammer,sand,crush,andgrind. crackers,andsodacrackers.Havethestudentsbreaktheobjectsinplasticbagsbyhittingthemwithwhatevertoolstheychoose. Then,theteacherconductsarockbreakingactivitywithrocksofvaryinghardness,e.g.,granite,sandstone,mica.Connectthetwo (S)Rocksareusedinmanysocial applicationslikehighways,dams, activitiesThenaskthemtoinvestigatethefollowingquestions(andothersthatyouoryourstudentschoose):(PoS)(NoS)(CoS) houses,apartments,andjewelry Whatrocks(materials)breakeasily? Dosomerock(materials)breakeasierthanothers? Showpicturesoflandscapes(e.g.,GoblinValley,Arches,NaturalBridges).Havethestudentsshowexamplesofwaterchangesand windchangesastheyrelatetothesensorytableexperience.(FA)(PoS) Collectexamplesofearthmaterials(e.g.,soil,sand,rocks).Havethestudentsinvestigatethefollowingquestions(andothersthat youoryourstudentschoose):(PoS) Canyousorttheseearthmaterials? Inwhatdifferentwayscanyousortthem? Duringliteracyseatworktimehavestudentscreatewordandpicturereportsoftheirfindingsontheaboveinvestigations.(L) (CoS)
EarthandSpaceScience (E)Earthscience (SS)Spacescience CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science ContentBigIdeas (E)Changeissomethingthat happenstomanythings. (E)Somechangesareso sloworsofastthatthey arehardtosee. Grade K Standard 2.EarthandSpaceScience Objective 2.Observeanddescribechangesindayandnight. Science,Technology,andSocietyBigIdeas
Standard1BigIdeasIntendedLearningOutcomes
(PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethings (T)Peopleuseappropriatetoolsandmodels carefully(raisequestionsabouttheworldaroundthem,bewillingtoseekanswersto toinvestigatetheworld. someofthosequestionsbymakingcarefulobservations). (A)Peopleworkingaloneoringroupsoften (CoS)Peoplearemorelikelytobelieveyourideasifyoucangivereasonsforthem(ask inventnewwaystosolveproblemsandget Howdoyouknow?inappropriatesituationsandattemptreasonableanswerswhen workdone. othersaskthemthesamequestions). (S)Thetoolsandwaysofdoingthingsthat (NoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare peoplehaveinventedaffectallaspectsof findingswithothers. life. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Compareandcontrastlightanddarkinadaynightcycleandidentifythechangesasapattern. Indicator2.Investigate,interpret,andexplaintoothersthatthesunprovidesheatandlighttoEarth. Indicator3.Examinewhathappenswhenyoublockthesunslight.Exploreshadowsandtemperaturechanges. Sciencelanguagestudentsshouldbeabletousecorrectly:pattern,change,heat,light,temperature,shadow. GuidanceforCombiningScience, Technology,andSociety SuggestedStrategies (T)Studentsuseageappropriate toolsto Havethestudentexploreshadowsmovingasthelightsourcemoves.Investigatethefollowingquestions(andothers investigate(camera,flashlight,worldglobe, thatyouoryourstudentschoose):(PoS) icecube). (A)Somedevicesaremadetouseduringthe Howareshadowsdifferentatdifferenttimesoftheday?Howcanyouuseacameratoexploreshadow day,otherstouseatnight. movement? (S)Stayingupallnightisnothealthy. Whathappenstoashadowasalightsource(likeaflashlight)moves? Investigateactivitiesthatcanbedoneeasierinthelightthaninthedark.Compareresults(e.g.,namewriting,lineupfor recess,sleep,storytelling).(L)(PoS) InvestigatehowtheEarthblocksthesunslightusingaflashlightandaglobe.(PoS) Havethestudentsplaceanicecubeoutsideinthesunshineandanotherintheshade.Investigate:Doesanicecubemelt fasterintheshadeorinsunlight?(PoS) Duringliteracyseatworktimehavestudentscreatewordandpicturereportsoftheirfindingsontheabove investigations.(L)(CoS)(NoS) EarthandSpaceScience CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,andSociety GuidanceforCombiningContentandProcess
(E)Earthscience (SS)Spacescience (M)Mathematics (L)LanguageArts (FA)FineArts (SS)SocialStudies (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science ContentBigIdeas
Grade K
Standard 2.EarthandSpaceScience
Objective 3.Comparethechangesinweatherovertime. Science,Technology,andSocietyBigIdeas
(E)Changeissomethingthat happenstomanythings. (E)Somechangesareso sloworsofastthatthey arehardtosee.
(PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethings (T)Peopleuseappropriatetoolsandmodels carefully(raisequestionsabouttheworldaroundthem,bewillingtoseekanswersto toinvestigatetheworld. someofthosequestionsbymakingcarefulobservations). (A)Peopleworkingaloneoringroupsoften (CoS)Peoplearemorelikelytobelieveyourideasifyoucangivereasonsforthem(ask inventnewwaystosolveproblemsandget Howdoyouknow?inappropriatesituationsandattemptreasonableanswerswhen workdone. othersaskthemthesamequestions). (S)Thetoolsandwaysofdoingthingsthat (NoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare peoplehaveinventedaffectallaspectsof findingswithothers. life. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Observeandrecordthatweatherchangesoccurfromdaytodayandweatherpatternsoccurfromseasontoseason. Indicator2.Communicatewaysweathercanaffectindividuals. Indicator3.Describe,predict,anddiscussdailyweatherconditionsandhowpredictingtheweathercanimproveourlives. Sciencelanguagestudentsshouldbeabletousecorrectly:weather,partlycloudy,foggy,clear,fall,autumn,summer,spring,winter,predict,forecast. GuidanceforCombiningContentandProcess SuggestedStrategies Utilizemanycreativewaystoreportandrecordtheweatherduringclassopenersorothertimes(e.g.,classforecaster, microphones,bigweatherglasses,useaboxforaTVscreen,useTVornewspaperweatherforecast).(L)(FA)(CoS) Keeparecordofthedailyweatherintheclassroom(e.g.,weatherjournal,charts,graphs,counting).Askstudentsto predictwhattheweathertomorrow(nextweek,etc)willbebasedonthepatternsrecorded.(L)(M)(PoS)(NoS) (CoS) EarthandSpaceScience (E)Earthscience (SS)Spacescience GuidanceforCombiningScience, Technology,andSociety (T)Studentsuseageappropriatetoolsto recordandreporttheweather(e.g., weatherjournal,charts,graphs, microphone,simulatedTV). (A)Studentstracktheweathertopredict futureweatherpatterns. (S)Studentsunderstandhowtheweather affectseverydaylife.
CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies
Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience
Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science Grade First Standard 2.EarthandSpaceScience Objective 1.Investigatethenaturalworldincludingrocks,soil,andwater. Science,Technology,andSocietyBig Ideas
ContentBigIdeas (E)Thenaturalworldis composedofdifferent materials.
(PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethings (T)Peopleuseappropriatetoolsand carefully,butsometimestheycanlearnmorebydoingsomethingtothethingsandnoting modelstoinvestigatetheworld. whathappens(raisequestionsabouttheworldaroundthem,bewillingtoseekanswersto (A)Peopleworkingaloneoringroups someofthosequestionsbymakingcarefulobservationsandtryingthingsout). ofteninventnewwaystosolve (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare problemsandgetworkdone. findingswithothers.Inthissharing,describingthingsasaccuratelyaspossibleisimportant (S)Thetoolsandwaysofdoingthings insciencebecauseitenablespeopletocomparetheirobservationswiththoseofothers thatpeoplehaveinventedaffectall (drawpicturesthatcorrectlyportrayatleastsomefeaturesofthethingbeingdescribed, aspectsoflife. describeandcomparethingsintermsofnumber,shape,texture,size,weight,color,and motion). (NoS)Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallyagoodideato makesomefreshobservationsinsteadofjustarguingaboutwhoisright. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Observe,compare,describe,andsortcomponentsofsoilbysize,texture,andcolor. Indicator2.Identifyanddescribeavarietyofnaturalsourcesofwater,includingstreams,lakes,andoceans. Indicator3.Gatherevidenceabouttheusesofrocks,soil,andwater. Sciencelanguagestudentsshouldbeabletousecorrectly:clay,compare,contrast,data,evidence,silt,similarity,soil,sort,texture. GuidanceforCombining GuidanceforCombiningContentandProcess Science,Technology,andSociety SuggestedStrategies (T)Studentscanuseageappropriate Workinginsmallgroupsstudentscanobserveandsortseveralsamplesofsoilfromdifferentlocationsbysize,texture,and toolstoinvestigatethenatural color.Studentscanaccuratelyrecordandlabelorgraphtheirfindingstodiscusssimilaritiesanddifferencesandbeableto world. explaintheirfindingswithothers.(L)(M)(PoS)(NoS)(CoS) (A)Studentscanevaluatesoil Studentscanconductasoilstudybygrowingplantsindifferenttypesofsoil(silt,sand,clay,humus)andsoilsamplesfrom propertiesandtheimpactonplant variouslocations.(PoS) growth. Usingavailableresources(maps,globes,pictures,graphs,theinternet)studentscanchartsimilaritiesanddifferencesbetween (S)Studentscanexplainhowdifferent streams,lakes,andoceans.Theycandescribethecharacteristicsofeachandsharewithothers.(L)(M)(PoS)(CoS) kindsofsoilcanaffectthe Studentscanbuildmodelsofstreams,lakes,andoceanschartingsimilaritiesanddifferencesofwatermovement.(M)(FA) productionoffood. (CoS) Studentscanuseinformationaltexttogatherinformationoftheusesofrocks,soil,andwaterintheircommunityandaround theworld.Theycancommunicatetheirfindingsthroughreports,presentations,posters,etc.(L)(FA)(PoS)(CoS)(NoS) EarthandSpaceScience
(E)Earthscience (SS)Spacescience
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Subject Science Grade First Standard 2.EarthandSpaceScience Objective 2.Observeanddescribechangesintheappearanceofthesunandmoonduring daylight. Standard1BigIdeasIntendedLearningOutcomes Science,Technology,andSocietyBigIdeas (T)Peopleuseappropriatetoolsandmodels toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsandget workdone. (S)Thetoolsandwaysofdoingthingsthat peoplehaveinventedaffectallaspectsof life.
ContentBigIdeas (SS)Thesuncanbeseen onlyinthedaytimeand themooncanbeseen sometimesduringtheday.
(PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethings carefully,butsometimestheycanlearnmorebydoingsomethingtothethingsand notingwhathappens(raisequestionsabouttheworldaroundthem,bewillingto seekanswerstosomeofthosequestionsbymakingcarefulobservationsandtrying thingsout). (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare findingswithothers.Inthissharing,describingthingsasaccuratelyaspossibleis importantinsciencebecauseitenablespeopletocomparetheirobservationswith thoseofothers(drawpicturesthatcorrectlyportrayatleastsomefeaturesofthe thingbeingdescribed,describeandcomparethingsintermsofnumber,shape, texture,size,weight,color,andmotion). (NoS)Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallyagood ideatomakesomefreshobservationsinsteadofjustarguingaboutwhoisright. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Observethesunatdifferenttimesduringthedayandreportobservationstopeers. Indicator2.Observeandchartthemoonwhenitisvisibleduringtheday. Sciencelanguagestudentsshouldbeabletousecorrectly:identify,record,shadow. GuidanceforCombiningContentandProcess
SuggestedStrategies Thestudentscanobservethelocationofthesunatthreedifferenttimeseachdayduringrecess.Studentscandraw conclusionsaboutthepatternsandirregularitiesfromtheirobservations.Anyobservationsmadebystudentsor groupsthatdontagreecanbefollowedbycontinuedobservation.(L)(PoS)CoS)(NoS) Thestudentscanmeasurethesizeoftheirshadowsduringeachrecessandmakecomparisonsbetweenshadow measurementstosunlocationschartedearlier.(M)(PoS) Studentscanobservethemoonovertheperiodoffourweeks.Studentsareempoweredtodecidewhatobservationsto makeandcharttheobservations.Duringthesharingofobservations,theteacherdrawsattentiontothevarietyofthe observationsstudentsmade(shape,position,brightness,etc.).Studentsengageinadiscussionaboutwhich observationsweremostusefulinlearningmoreaboutthemoon.(M)(PoS)(CoS)NoS) EarthandSpaceScience CurriculumConnections Processes,Communication, andNatureofScience Applications:Science,Technology,andSociety
(E)Earthscience (SS)Spacescience (M)Mathematics (L)LanguageArts (FA)FineArts (SS)SocialStudies (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
GuidanceforCombiningScience, Technology,andSociety (T)Studentscanuseageappropriatetoolsto gatherinformationaboutthesunandthe moon. (A)Studentscanunderstandthattheposition ofthesuncorrelateswiththetimeofday. (S)Studentscanexplainthatpeoplepattern theirlivesaroundthetimeofday.
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Subject Science Grade First Standard 2.EarthandSpaceScience Objective 3.Compareandcontrasttheseasonalweatherchanges. Science,Technology,andSocietyBigIdeas
ContentBigIdeas (E)Seasonalweather changesoccureachyear.
(PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethings (T)Peopleuseappropriatetoolsandmodels carefully,butsometimestheycanlearnmorebydoingsomethingtothethingsand toinvestigatetheworld. notingwhathappens(raisequestionsabouttheworldaroundthem,bewillingto (A)Peopleworkingaloneoringroupsoften seekanswerstosomeofthosequestionsbymakingcarefulobservationsandtrying inventnewwaystosolveproblemsand thingsout). getworkdone. (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare (S)Thetoolsandwaysofdoingthingsthat findingswithothers.Inthissharing,describingthingsasaccuratelyaspossibleis peoplehaveinventedaffectallaspectsof importantinsciencebecauseitenablespeopletocomparetheirobservationswith life. thoseofothers(drawpicturesthatcorrectlyportrayatleastsomefeaturesofthe thingbeingdescribed,describeandcomparethingsintermsofnumber,shape, texture,size,weight,color,andmotion). (NoS)Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallyagood ideatomakesomefreshobservationsinsteadofjustarguingaboutwhoisright. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Identifycharacteristicsoftheseasonsoftheyear. Indicator2.Identifycharacteristicsofweather,e.g.,typesofprecipitation,sunny,windy,foggy,cloudy. Indicator3.Observeandrecordweatherinformationwithineachseason. Sciencelanguagestudentsshouldbeabletousecorrectly:data,foggy,globe,identify,map,models,precipitation,record,season,weather. GuidanceforCombiningContentandProcess SuggestedStrategies Theteachercanreadliteratureaboutseasonsandtogetherwithstudents,identifyandchartthecharacteristicsofeachseason. Encouragestudentstoaddinformationfromtheirownbackgroundknowledge.Asseasonalchangesoccurduringtheschool year,thecharacteristicscanbeidentifiedandnewobservationscanberecordedonexistingchart.(L)(CoS) Studentscanbeintroducedtoweatherbyusingagraphicorganizer(WhatYouKnow,WhatYouWanttoKnow,WhatYouHave Learned[KWLChart]).Studentbackgroundknowledgecanbeusedtocompletethefirsttwosections.Studentscanresearch literatureonweatherinordertocompletethelastsectionofthechart.(L)(CoS) Studentscanwrite,photograph,ordrawpicturesforaclass/individualbookthataccuratelyportraythecharacteristicsof weather.(L)(FA)(PoS)(CoS) Workingaspartners,studentscankeepadailyjournaloftheweatherbydrawingpicturesand/orwriting.Weeklyclass discussionsonstudentfindingswillgenerateconclusionsabouthowweatherisaffectedbyseasonalchanges.Any observationsmadebystudentsorgroupsthatdontagreecanbefollowedbycontinuedobservation.(L)(FA)(CoS)(NoS) Aclassgraphcanberecordedeachday.(M) EarthandSpaceScience
GuidanceforCombining Science,Technology,andSociety (T)Studentscanuseageappropriate toolstobetterexamineweather. (A)Studentscandeterminehow seasonalchangescorrelatewith decisionsaboutagricultural plantingandharvesting. (S)Studentscandiscussandexplain howtheweatheraffectsourdaily lives.
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Subject Science Grade Second Standard 2.EarthandSpaceScience Objective 1.Describethecharacteristicsofdifferentrocks. Science,Technology,andSocietyBigIdeas (T)Peopleuseappropriatetoolsandmodels toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsandget workdone. (S)Studentsunderstandthatthetoolsand waysofdoingthingsthatpeoplehave inventedaffectallaspectsoflife.
ContentBigIdeas (E)Chunksofrockscomein manysizesandshapes, fromboulderstograinsof sandandevensmaller.
Standard1BigIdeasIntendedLearningOutcomes (PoS)Whenscienceinvestigationisdonethewayitwasdonebefore,weexpecttogeta verysimilarresult. (NoS)Sometimespeoplearentsurewhatwillhappenbecausetheydontknow everythingthatmighthaveaneffect. (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare findingswithothers.Allteammembersshouldreachtheirownindividual conclusions,however,aboutwhatthefindingsmean.
Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Explainhowsmallerrockscomefromthebreakageandweatheringoflargerrocks. Indicator2.Describerocksintermsoftheirparts(e.g.crystals,grains,cement). Indicator3.Sortrocksbaseduponcolor,hardness,texture,layering,particlesizeandtype(i.e.,igneous,metamorphic,sedimentary). Sciencelanguagestudentsshouldbeabletousecorrectly:characteristics,weathering,texture,layering,particle,data,conclusions,properties. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Thestudentscanusemagnifierstohelp Studentscanconductasimpleexperiment(makingpredictions,gatheringdataandformingconclusions)todetermine seethingstheycouldnotseewithoutthem. howsmallerrockscanformfromthebreakageoflargerrocks.Studentscansharetheirfindingsintheformof (A)Thestudentscanidentifyhowthe posters,reports,journals,graphs,etc.(L)(M)(FA)(PoS)(CoS) propertiesofrocksdeterminehowpeople Usingageappropriatetools(magnifyingglass,water,sandpaper,hammer),studentscanexaminerocksamplesand usethem. describetheirparts.Theproductscouldinclude:drawings,charts,journals,orclassroombooks.(L)(M)(FA)(PoS) (S)Thestudentscanexplainhowrocksare (CoS) usedbypeopleeverydayandevaluatethe Workinginteams,studentscansortrocksamplesbasedontheirphysicalcharacteristics(color,hardness,texture, positiveandnegativeimpactstheseuses layeringandparticlesize)andreporttheirfindings.(L)(PoS)(CoS) haveonsociety. EarthandSpaceScience CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,andSociety (E)Earthscience (M)Mathematics (FA)FineArts (PoS)Processesofscience (T)Toolsof science
(SS)Spacescience (L)LanguageArts (SS)SocialStudies (CoS)Communicationofscience (NoS)Natureofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science Grade Second Standard 2.EarthandSpaceScience Objective 2.Observeandrecordtherecognizableobjectsandpatternsinthenightsky. Science,Technology,andSocietyBigIdeas (T) Peopleuseappropriatetoolsandmodels toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsandget workdone. (S)Thetoolsandwaysofdoingthingsthat peoplehaveinventedaffectallaspectsof life.
ContentBigIdeas (S)Therearerecognizable patternsamongobjectsin thenightsky.
Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Observe,describe,andrecordpatternsintheappearanceandapparentmotionofthemooninthenightsky. Indicator2.Observeanddescribethenumber,arrangementandcolor/brightnessofstarsinthenightsky. Sciencelanguagestudentsshouldbeabletousecorrectly:arrangement,patterns,location,variations,constellations,moonphases. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Studentscanusemagnifiers(e.g. Duringatimewhenthemoonisvisibleatnight,studentscankeepanightlyjournalrecordingtheappearanceand binoculars,telescopes)tohelpseethings locationofthemoonintheskyforoneweek.Theproductcanbethejournalandreflective theycouldnotseewithoutthem. discussion/writings/opinions.(L)(PoS)(CoS) (A)Studentscanexplainhowobjectsinthe Studentscanmakeanobservationofthenightskytorecordtheestimatednumberofstars,theapparent nightskyareusedfornavigation(e.g.GPS, color/brightnessofthestarsandthearrangementofstarsinthesky.Aftermakingobservations,studentscandiscuss northstar,starpatterns). findingsingroupsanddeveloptheirconclusionsaboutthepatternsandvariationsofthestarsinthesky.(L)(M) (A)Studentscanunderstandthatspace (PoS)(NoS) explorationhasproduceddatatoanswer questionsaboutthemoonandstars. (S)Studentscanevaluatefactorsinthe environmentthatmightlimitviewingofthe nightsky. EarthandSpaceScience CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,andSociety (E)Earthscience (M)Mathematics (FA)FineArts (PoS)Processesofscience (T)Toolsof science
(SS)Spacescience (L)LanguageArts (SS)SocialStudies (CoS)Communicationofscience (NoS)Natureofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science
Grade Second
Standard 2.EarthandSpaceScience
Objective 3.Observe,describeandmeasureseasonalweatherpatternsandlocalvariations. Science,Technology,andSocietyBigIdeas (T)Peopleuseappropriatetoolsandmodels toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsandget workdone. (S)Thetoolsandwaysofdoingthingsthat peoplehaveinventedaffectallaspectsof life.
ContentBigIdeas (E)Somechanges,suchas changesinweathercan varybasedonseasonand location.
Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Compareandcontrasttheseasonalweatherpatternsduringtheschoolyear. Indicator2.Analyzeandinterpretdatasuchastemperaturesindifferentlocationsanddifferenttimes. Sciencelanguagestudentsshouldbeabletousecorrectly:seasonal,variations,analyze,interpret,temperature,precipitation,thermometer,raingauge,weather vane,data,conclusions,location,patterns. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Studentscanmeasureweatherdatausing Studentscanrecordandinterpretweatherdatausingagraphwithnumberedaxesfortemperatureandpictographsfor weatherinstrumentssuchasa precipitation(rainy/snowy),cloudcover(cloudy/sunny),andwindconditions(windy/notwindy)ifapplicable.They thermometer,raingauge,andweather canrepeatdatacollectionduringeachseasonandthencompareanddiscussthevariations.(L)(M)(PoS)(CoS)(NoS) vane. Studentscanconductasimpleexperiment(makingpredictions,gatheringdataandformingconclusions)todetermine (T)Studentscangatherandrecordweather thevariationsintemperatureofvariouslocations(grass/asphalt,sun/shade,yourschool/anotherarea)anddifferent dataonpaperorusingtheinternet. timesofday(morning/afternoon).Theproductcouldbeavideominiweatherreport,newspaperarticle,charts, (A)Studentscanevaluatethechangesinour graphs,orvariouskindsofcomputerpresentations.(L)(M)(FA)(PoS)(CoS)(NoS) dailylivesbasedonchangesintheweather. Studentproductscouldbeavideominiweatherreport,newspaperarticle,charts,graphs,variouskindsofcomputer (S)Studentscanevaluatethe presentations,etc.(L)(M)(FA)CoS) economic/agriculturalimpactsofextreme weather.
EarthandSpaceScience (E)Earthscience (SS)Spacescience CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Standard3PhysicalScience
StudentswillgainanunderstandingofPhysicalSciencethroughthestudyoftheforcesofmotionandthepropertiesof materials.
Objective1 Indicators: Kindergarten Identifyhownonlivingthingsmove. Observeandrecordhowobjectsmove indifferentways,e.g.,fast,slow, zigzag,roundandround,upand down,straightline,backandforth, slide,roll,bounce,spin,swing,float, andglide. Compareandcontrasthowphysical propertiesofobjectsaffecttheir movement,e.g.,hard,soft,feathered, round,square,cone,geometricshapes. FirstGrade Analyzechangesinthemovementofnon livingthings. Describe,classify,andcommunicate observationsaboutthemotionof objects,e.g.,straight,zigzag,circular, curved,backandforth,andfastor slow. Compareandcontrastthemovement ofobjectsusingdrawings,graphs,and numbers. Explainhowapushorpullcanaffect howanobjectmoves. SecondGrade Communicateobservationsaboutfalling objects. Observefallingobjectsandidentify thingsthatpreventthemfrom reachingtheground. Communicateobservationsthat similarobjectsofvaryingmassesfall atthesamerate.
Describepartsofnonlivingthings. Describehowpartsareusedtobuild thingsandhowthingscanbetaken apart. Explainwhythingsmaynotworkthe sameifsomeofthepartsaremissing.
Analyzeobjectsandrecordtheir Compareandcontrastthedifferencesin properties. howdifferentmaterialsrespondtochange. Sort,classify,andchartobjectsby Modelphysicalchangesofvarious observableproperties,e.g.,size,shape, materials. color,andtexture. Investigateandprovideevidencethat Predictmeasurablepropertiessuchas matterisnotdestroyedorcreated weight,temperature,andwhether throughchanges. objectssinkorfloat;testandrecord data. Predict,identify,anddescribechanges inmatterwhenheated,cooled,or mixedwithwater.
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SupplementalMaterialsforStandard3PhysicalScience
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Subject Science Grade K Standard 3.PhysicalScience Objective 1.Identifyhownonlivingthingsmove. Science,Technology,andSocietyBigIdeas
ContentBigIdeas
(F)Thingsmoveinmany (PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethings (T)Peopleuseappropriatetoolsandmodelsto differentways,suchas carefully(raisequestionsabouttheworldaroundthem,bewillingtoseekanswers investigatetheworld. straight,zigzag,roundand tosomeofthosequestionsbymakingcarefulobservations). (A)Peopleworkingaloneoringroups,often round,backandforth,and (NoS)Peoplearemorelikelytobelieveyourideasifyoucangivereasonsforthem(ask inventnewwaystosolveproblemsandget fastandslow. Howdoyouknow?inappropriatesituationsandattemptreasonableanswers workdone. whenothersaskthemthesamequestions). (S)Thetoolsandwaysofdoingthingsthat (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare peoplehaveinventedaffectallaspectsoflife. findingswithothers. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Observeandrecordhowobjectsmoveindifferentways,e.g.,fast,slow,zigzag,roundandround,upanddown,straightline,backandforth,slide, roll,bounce,spin,swing,float,andglide. Indicator2.Compareandcontrasthowphysicalpropertiesofobjectsaffecttheirmovement,e.g.,hard,soft,feathered,round,square,cone,geometric shapes. Sciencelanguagestudentsshouldbeabletousecorrectly:fast,slow,zigzag,roundandround,up,down,straightline,back,forth,slide,roll,bounce,spin,swing, float,glide,push,pull. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Discusstheuseoftechnologyinthe Havestudentsbuildaninclineramp,havethemplacedifferentitemsontherampandobservethemovementasthe processofsciencebypointingoutthe objectsgodowntheramp.Usedifferentshapeditems,suchasmarbles,potatoes,geometricshapes,andcars.Askthe varioustoolsusedwhilelearningthis studentstoinvestigatethefollowingquestions(andothersthatyouoryourstudentschoose):(PoS) objective.Examplesoftoolsaresimple machines(ramp),rulers,stopwatches, Whataresomeofthewaysthatwecandescribethemovementoftheobjects?Canyoupredictwhichwayan Frisbee. objectwillmove?Havethestudentswritetheirpredictionsinajournal.(L) Whichobjectsmovefasterdownaninclineramp?Whydoyouthinkthis?Predictwhichobjectwouldwinina (A)Explaintheapplicationofscienceby discussinghowinvestigationintoobjectshas racedowntheramp. ledustoinventtechnologysuchasairplanes, Howcanyouintegratemeasurementintotheseactivities?Havestudentscounthowlongittakesanobjectto cars,andbicycles. movedowntherampandthenmakeagraphforcomparison.(M)(CoS) (S)Showthatsocietyhasbenefitedfromthe Havethestudentsobservedifferentobjectsmovingthroughdifferentmediumsinthesensorytable,aswellasthrough useofscienceinstudyinghowobjectsmove theair.(Suggestedmediums:water,rice,sand,clay)Askthestudentstoobserveandrecordthemovementsofthe inaerospaceprograms,athletics,and objects.Askthemtoinvestigatethefollowingquestions(andothersthatyouoryourstudentschoose):(PoS) satellitetechnology. Howcanobjects(e.g.,boats,balls,manipulatives)moveinyoursensorytable(e.g.,water,sand,rice)?Are someobjectseasierthanotherstomove? Doestheshapeoftheobjectchangethewayitmoves?Whydoyouthinkthis?(FA) PhysicalScience CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,andSociety ofscience (A)Atomic/Molecular (M)Mathematics (FA)FineArts (PoS)Processes (T)Toolsofscience (F)ForceandMotion (L)LanguageArts (SS)SocialStudies (CoS)Communication ofscience (A)Applicationsofscience
(NoS)Natureofscience (S)Implicationsofscienceforpeople
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Subject Science ContentBigIdeas (A)Mostthingsaremadeofparts. Grade K Standard 3.PhysicalScience Objective 2.Describepartsofnonlivingthings. Science,Technology,andSocietyBigIdeas (T)Peopleuseappropriatetoolsandmodels toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsandget workdone. (S)Thetoolsandwaysofdoingthingsthat peoplehaveinventedaffectallaspectsof life.
(PoS)Peoplecanoften learnaboutthingsaroundthembyjustobservingthose thingscarefully(raisequestionsabouttheworldaroundthem,bewillingto seekanswerstosomeofthosequestionsbymakingcarefulobservations). (NoS)Peoplearemorelikelytobelieveyourideasifyoucangivereasonsfor them(askHowdoyouknow?inappropriatesituationsandattempt reasonableanswerswhenothersaskthemthesamequestions). (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandto sharefindingswithothers. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Describehowpartsareusedtobuildthingsandhowthingscanbetakenapart. Indicator2.Explainwhythingsmaynotworkthesameifsomeofthepartsaremissing. Sciencelanguagestudentsshouldbeabletousecorrectly:part,whole. GuidanceforCombiningContentandProcess
SuggestedStrategies Havestudentsidentifythepartsofaspecificobjectorarea.Askthemtoinvestigatethefollowingquestions(andothers thatyouandyourstudentschoose):(PoS) Whatthingsturnaroomintoaclassroom?Doesaclassroomlookdifferentthanyourbedroom?Whatobjects makethetworoomsdifferent?(SS) Areallthingsmadeofparts?Whatthingsaroundyouaremadeofparts?(FA) Pointoutthatthestudentsbodyismadeofparts.Havethestudentsmakeapresentationaboutwhatwould happenifpartsweremissing.(L)(CoS) Havestudentsworkasateamtobuildanitemfromparts(Legobuilding,puzzle):(M)(PoS) Whathappensifoneofthepartsofyourteamismissing?Willyourstructurelookthesameifoneofthepartsis missing? Havethestudentsworkasateamtotakeanitemapart:(PoS) Howdoesknowingthepartsofanitemhelpyoutotakeitapart? Havestudentsworkinthesensorytabletoexploreawholeanditsparts.Forexamplehavethestudentsbuildscience bottleswithcornsyrup,oil,andwater.Havethestudentsfilteroutamixtureofrocks,sand,andwater.(PoS) Applications:Science,Technology,andSociety PhysicalScience CurriculumConnections Processes, Communication,andNatureofScience
(A)Atomic/Molecular (F)ForceandMotion (M)Mathematics (L)LanguageArts (FA)FineArts (SS)SocialStudies (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
GuidanceforCombiningScience, Technology,andSociety (T)Magnifiers,toolsforputtingthings togetherandtakingthingsapart,e.g., hammer,screwdrivers. (A)Automobiles,computers,housesand otherthingsaremadeofparts. (S)Thingscanberepairedusingparts.
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Subject Science ContentBigIdeas Grade First Standard 3.PhysicalScience Objective 1.Analyzechangesinthemovementofnonlivingthings. Science,Technology,andSocietyBigIdeas
(F)Thingsmoveinmanydifferent (PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthose (T)Peopleuseappropriatetoolsandmodels ways,suchasstraight,zigzag, thingscarefully,butsometimestheycanlearnmorebydoingsomethingtothe toinvestigatetheworld. roundandround,backandforth, thingsandnotingwhathappens(raisequestionsabouttheworldaroundthem, (A)Peopleworkingaloneoringroupsoften andfastandslow. bewillingtoseekanswerstosomeofthosequestionsbymakingcareful inventnewwaystosolveproblemsandget observationsandtryingthingsout). workdone. (F)Thewaytochangehow (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandto (S)Thetoolsandwaysofdoingthingsthat somethingismovingistogiveit sharefindingswithothers.Inthissharing,describingthingsasaccuratelyas peoplehaveinventedaffectallaspectsof apushorpull. possibleisimportantinsciencebecauseitenablespeopletocomparetheir life. observationswiththoseofothers(drawpicturesthatcorrectlyportrayatleast somefeaturesofthethingbeingdescribed,describeandcomparethingsin termsofnumber,shape,texture,size,weight,color,andmotion). (NoS)Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallya goodideatomakesomefreshobservationsinsteadofjustarguingaboutwhois right. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Describe,classify,andcommunicateobservationsaboutthemotionofobjects,e.g.,straight,zigzag,circular,curved,backandforth,andfastor slow. Indicator2.Compareandcontrastthemovementofobjectsusingdrawings,graphs,andnumbers. Indicator3.Explainhowapushorpullcanaffecthowanobjectmoves. Sciencelanguagestudentsshouldbeabletousecorrectly:motion,zigzag,bargraph,observe,describe. GuidanceforCombining GuidanceforCombiningContentandProcess Science,Technology,andSociety SuggestedStrategies (T)Studentscanuseageappropriatetools Teacherscanguidestudentsinbrainstormingthewaystodescribethemotionofobjects.Generatealistofthedifferent tolearnmoreaboutmovement. waysobjectsmove,usethatlistasadatacollectionsheetforeachstudent.Teacherandstudentscanlocateand (A)Studentscanexplainthatmotionscanbe describethemovementofobjectsinandaroundtheschoolandrecordonthedatasheet.Ingroupsstudentsdiscuss predictableandusefulindailylifeorwhen theirfindingswithpeers.Anydifferencesinobservationscanberesolvedastheteacherhelpsstudentconsolidate creatingtools. classdataandbargraphthenumberofeachofthedifferentmotionsobserved(e.g.,15windowsmovingupanddown, (S)Studentsunderstandthatthese 10doorsmovingbackandforth,2fansmovingincircularmotion).(L)(M)(PoS)(CoS)(NoS) principlesaffectmanyfunctionsindayto dayliving,includingtransportation,how watergetstothehome,etc. PhysicalScience CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,andSociety
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Objective 2.Analyzeobjectsandrecordtheirproperties. Science,Technology,andSociety Standard1BigIdeasIntendedLearningOutcomes ContentBigIdeas BigIdeas (A)Objectscanbe (PoS)Peoplecanoftenlearnaboutthingsaroundthemjustbyobservingthosethings (T)Peopleuseappropriatetoolsand describedintermsof carefully,butsometimestheycanlearnmorebydoingsomethingtothethingsandnoting modelstoinvestigatetheworld. materialstheyaremade whathappens(raisequestionsabouttheworldaroundthem,bewillingtoseekanswersto (A)Peopleworkingaloneoringroups from(clay,cloth,paper, someofthosequestionsbymakingcarefulobservationsandtryingthingsout). ofteninventnewwaystosolve etc.)andtheirphysical (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandtoshare problemsandgetworkdone. properties(color,size, findingswithothers.Inthissharing,describingthingsasaccuratelyaspossibleisimportant (S)Toolsandwaysofdoingthingsthat shape,weight,texture, insciencebecauseitenablespeopletocomparetheirobservationswiththoseofothers peoplehaveinventedaffectallaspects flexibility,etc.). (drawpicturesthatcorrectlyportrayatleastsomefeaturesofthethingbeingdescribed, oflife. describeandcomparethingsintermsofnumber,shape,texture,size,weight,color,and motion). (NoS)Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallyagoodideato makesomefreshobservationsinsteadofjustarguingaboutwhoisright. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Sort,classify,andchartobjectsbyobservableproperties,e.g.,size,shape,color,andtexture. Indicator2.Predictmeasurablepropertiessuchasweight,temperature,andwhetherobjectssinkorfloat;testandrecorddata. Indicator3.Predict,identify,anddescribechangesinmatterwhenheated,cooled,ormixedwithwater. Sciencelanguagestudentsshouldbeabletousecorrectly:sort,predict,classify,solid,liquid,dissolve,matter,property,mix. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Studentscanuseageappropriate Usingvariousobjectsandsimpletoolssuchasamagnifierruler,scale,andthermometer,studentsworkingroupstoclassify toolstoanalyzepropertiesofobjects. andarrangeobjectsbyatleast2observableattributes(e.g.,size,shape,color,texture)orpropertiessothatsimilarities (A)Studentscanexplainthatobjectshave anddifferencesbecomeapparent.Chartanddiscussfindings.(L)(M)(PoS)(CoS) differentusesbecauseoftheir Studentsdeterminewhetherobjectssinkorfloatbyplacingvariousobjectsinwater(e.g.,rocks,pumicestone,pumpkins, properties. clayboats),(PoS) (A)Studentscanunderstandthatcertain Studentsdeveloptheirowndefiningcharacteristicsofsolids,liquids,andgasesbymanipulatingavarietyofexamples.For objectsarerecyclablebecauseoftheir instance,studentsaregivenfivedifferentliquids(e.g.,water,oil,dishsoap,milk,soda)toconstructtheircharacteristics. properties. Studentscanconstructthecharacteristicsofagasbyusingballoons,straws,simpleglidingmachines,andfans.(PoS) (A)Studentscaninfluencetheamountof Studentscanobserve,test,anddescribehowwaterandothermaterialschangefromliquidtosolidandbackagain(e.g., itemsrecycled. observethatliquidsleftinanopencontainerdecreaseinamountovertime,buttheamountinaclosedcontainerdoes (S)Studentscanhaveadirectimpacton not).(PoS)(CoS) theenvironment. Applications:Science,Technology,andSociety PhysicalScience CurriculumConnections Processes, Communication,andNatureofScience
Subject Science
Grade First
Standard 3.PhysicalScience
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Subject Science Objective 1.Communicateobservationsaboutfallingobjects. Science,Technology,andSocietyBig Standard1BigIdeasIntendedLearningOutcomes ContentBigIdeas Ideas (F)Thingsneartheearthfallto (PoS)Whenscienceinvestigationisdonethewayitwasdonebefore,weexpecttoget (T)Peopleuseappropriatetoolsand thegroundunlesssomething averysimilarresult. modelstoinvestigatetheworld. holdsthemup. (NoS)Sometimespeoplearentsurewhatwillhappenbecausetheydontknow (A)Peopleworkingaloneoringroups everythingthatmighthaveaneffect. ofteninventnewwaystosolve (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandshare problemsandgetworkdone. findingswithothers.Allteammembersshouldreachtheirownindividual (S)Thetoolsandwaysofdoingthings conclusions,however,aboutwhatthefindingsmean. thatpeoplehaveinventedaffectall aspectsoflife. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Observefallingobjectsandidentifythingsthatpreventthemfromreachingtheground. Indicator2.Communicateobservationsthatsimilarobjectsofvaryingmassesfallatthesamerate. Sciencelanguagestudentsshouldbeabletousecorrectly:communicate,observations,identify,demonstrate,investigate,data,conclusions,motion,weightlessness, prevent,various. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Fallingobjectscanbevideotapedand Insmallgroups,studentscanmakeandcommunicateobservationsaboutfallingobjects.(L)(PoS)(CoS) thenviewedinslowmotion. Studentscannameand/ordevelopthingswhichpreventobjectsfromreachingtheground.(FA)(PoS)(CoS) (A)Studentscandescribetheeffectsof Studentscanconductsimpleexperiments(makepredictions,gatherdata,anddrawconclusions)toinvestigatetherateof weightlessnessinspace(i.e.viewing fallingforsimilarobjectsofvaryingmasses(largerock/smallrock,fullbottle/emptybottle).Theproductscouldinclude: NASAvideos). predictioncharts,journals,etc.(L)(M)(PoS)(CoS)(NoS) (S)Studentscanevaluatethepositiveand negativeimpactsofgravityontheir dailylife. PhysicalScience CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,andSociety
Grade Second
Standard 3.PhysicalScience
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Subject Science ContentBigIdeas Grade Second Standard 3.PhysicalScience Objective 2.Compareandcontrasthowdifferentmaterialsrespondtochange. Science,Technology,andSocietyBigIdeas (T)Peopleuseappropriatetoolsandmodels toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsandget workdone. (S)Thetoolsandwaysofdoingthingsthat peoplehaveinventedaffectallaspectsof life.
(A)Thingscanbedoneto (P)Whenscienceinvestigationisdonethewayitwasdonebefore,weexpectto materialstochangesomeof getaverysimilarresult. theirproperties,butnotall (N)Sometimespeoplearentsurewhatwillhappenbecausetheydontknow materialsrespondthesameway everythingthatmighthaveaneffect. towhatisdonetothem. (C)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandto sharefindingswithothers.Allteammembersshouldreachtheirownindividual conclusions,however,aboutwhatthefindingsmean.
Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Modelphysicalchangesofvariousmaterials. Indicator2.Investigateandprovideevidencethatmatterisnotdestroyedorcreatedthroughchanges. Sciencelanguagestudentsshouldbeabletousecorrectly:demonstrate,physical,matter,data,conclusions,investigate,mass. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Studentscanuseageappropriatetools Studentscaninvestigatethatmaterialscanbechangedbycutting,folding,sanding,tearing,melting,heatingand duringinvestigations(scales,scissors,etc.). cooling.ProductscouldincludeTchart,Venndiagram,before/afterpictures,before/during/afterjournalentries,etc. (T)Teacherscanusenecessarytoolssuchas (L)(M)(FA)(PoS)(CoS) heatingdevices,cameras,overhead,etc. Studentscanconductasimpleexperiment(makepredictions,gatherdata,drawconclusions)toinvestigatethatmaking (A)Studentscanexplaintheroleofphysical physicalchangesdoesnotcreateordestroymatterbymeasuringmassbeforeandafterchange.Materialsthatmight changesintheprocessofrecycling. beusedcouldinclude:paper(wholepiece/shredded),aluminumfoil(sheet/crumpled),crayon (S)Studentscanevaluatethepositiveand (whole/melted/shavings),clay(lump/formed),paperclips(loose/chain),pipecleaners(straight/formed),etc. negativeaspectsofrecycling. Studentscancommunicateobservationsandjustificationsoftheirconclusions.(L)(M)(PoS)CoS)(NoS) PhysicalScience CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,and Society
27
Standard4LifeScience
StudentswillgainanunderstandingofLifeSciencethroughthestudyofchangesinorganismsovertimeandthenatureofliving things.
Objective1 Kindergarten Investigatelivingthings. FirstGrade SecondGrade Communicateobservationsaboutthe Tellhowexternalfeaturesaffectananimals similaritiesanddifferencesbetween abilitytosurviveinitsenvironment. offspringandbetweenpopulations. Constructquestions,givereasons,and Communicateobservationsaboutplants Compareandcontrastthecharacteristicsof sharefindingsaboutalllivingthings. andanimals,includinghumans,andhow livingthingsindifferenthabitats. theyresembletheirparents. Compareandcontrastyoungplantsand Develop,communicate,andjustifyan animalswiththeirparents. Analyzetheindividualsimilaritiesand explanationastowhyahabitatisorisnot differenceswithinandacrosslarger suitableforaspecificorganism. Describesomechangesinplantsand groups. animalsthataresosloworsofastthat Createpossibleexplanationsastowhysome theyarehardtosee(e.g.,seasonalchange, organismsnolongerexist,butsimilar fastbloomingflower,slowgrowth, organismsarestillalivetoday. hatchingegg). Livingthingschangeanddependupon theirenvironmenttosatisfytheirbasic needs. Makeobservationsaboutlivingthings andtheirenvironmentusingthefive senses. Identifyhownaturalearthmaterials (e.g.,food,water,air,light,andspace), helptosustainplantandanimallife. Describeandmodellifecyclesofliving things. Identifybasicneedsoflivingthings(plants andanimals)andtheirabilitiestomeettheir needs. Communicateandjustifyhowthephysical characteristicsoflivingthingshelpthem meettheirbasicneeds. Observe,record,andcomparehowthe behaviorsandreactionsoflivingthingshelp themmeettheirbasicneeds. Identifybehaviorsandreactionsofliving thingsinresponsetochangesinthe environmentincludingseasonalchangesin temperatureandprecipitation.
Indicators:
Objective2
Describethepartsoflivingthings. Differentiatebetweenthefivesensesand relatedbodyparts. Identifymajorpartsofplants,e.g.,roots, stem,leaf,flower,trunk,branches. Comparethepartsofdifferentanimals, e.g.,skin,fur,feathers,scales;hand,wing, flipper,fin.
Indicators:
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SupplementalMaterialsforStandard4LifeScience

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Subject Science ContentBigIdeas (CT)Changeissomethingthat happenstomanythings. (CT)Somechangesaresoslowor sofastthattheyarehardtosee. Grade K Standard 4.LifeScience Objective 1.Investigatelivingthings. Science,Technology,andSocietyBig Ideas (T)Peopleuseappropriatetoolsand models toinvestigatetheworld. (A)Peopleworkingaloneoringroupsoften inventnewwaystosolveproblemsand getworkdone. (S)Thetoolsandwaysofdoingthingsthat peoplehaveinventedaffectallaspectsof life.
Standard1BigIdeasIntendedLearningOutcomes (PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthose thingscarefully(raisequestionsabouttheworldaroundthem,bewillingtoseek answerstosomeofthosequestionsbymakingcarefulobservations). (NoS)Peoplearemorelikelytobelieveyourideasifyoucangivereasonsforthem (askHowdoyouknow?inappropriatesituationsandattemptreasonable answerswhenothersaskthemthesamequestions). (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandto sharefindingswithothers.
Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Constructquestions,givereasons,andsharefindingsaboutlivingthings. Indicator2.Compareandcontrastyoungplantsandanimalswiththeirparents. Indicator3.Describesomechangesinplantsandanimalsthataresosloworfastthattheyarehardtosee,e.g.,slowgrowth,seasonalchange,fast bloomingflower,hatchingegg. Sciencelanguagestudentsshouldbeabletousecorrectly:livingvs.nonlivingthings,change,grow. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Pointoutthevarioustoolsusedwhile Havestudentssortrepresentationsoforactuallivingandnonlivingthings.Asktheseandotherrelatedquestions:(PoS) learningthisobjective.Examplesof toolsareamagnifyingglass,ruler, Canyousortlivingandnonlivingthingsbyobservedcharacteristicsofeachitem?(M) camera,binoculars. Howwouldyoudefineanobjectasliving?Whatarethecharacteristicsthataresimilarbetweenlivingthings? (A)Discusshowthroughinvestigating Havestudentsidentifylivingthingsintheirenvironmentthatchange.Askthemtoinvestigatethefollowingquestions(and livingthingswehavebeenableto othersthatyouoryourstudentschoose):(PoS)(CoS) inventtechnologyandunderstand Howcouldyoudeterminethechangemadeinaplant?Inananimal?Canyoumeasurechangesinorganisms?(M) environmentsrequiredforliving. Doplantsandanimalschangeastheygrow?Describethedifferencesbetweenayoungplant/animalandanadult (S)Showthatsocietyhasbenefitedfrom plant/animal.Thesedifferencescouldbeshownintheformofagraph(M),adrawing(FA),orawritten theuseofscienceinstudyinglivingand description(L). nonlivingthings.Examplesarewildlife Allowthestudentstosharetheirfindingswithothergroups.Createaclasschartshowingthefindingsofeachgroup(L). conservationissues,needsofliving Comparedescribedchangeswithchangesthatthestudentshaveobservedintheirenvironment.(PoS)(CoS)(NoS) thingsincludingmedicalapplications andenvironmentalconcerns. LifeSciences (CT)Changes overtime (N)NatureofLivingThings
CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science ContentBigIdeas (N)Mostthingsaremadeof parts. (CT)Changeissomethingthat happenstomanythings. Grade K Standard 4.LifeScience Objective 2.Describethepartsoflivingthings. Science,Technology,andSocietyBigIdeas
(PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthose (T)Peopleuseappropriatetoolsandmodelsto thingscarefully(raisequestionsabouttheworldaroundthem,bewillingto investigatetheworld. seekanswerstosomeofthosequestionsbymakingcarefulobservations). (A)Peopleworkingaloneoringroupsoften (NoS)Peoplearemorelikelytobelieveyourideasifyoucangivereasonsfor inventnewwaystosolveproblemsandget them(askHowdoyouknow?inappropriatesituationsandattempt workdone. reasonableanswerswhenothersaskthemthesamequestions). (S)Thetoolsandwaysofdoingthingsthat (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandto peoplehaveinventedaffectallaspectsoflife. sharefindingswithothers. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Differentiatebetweenthefivesensesandrelatedbodyparts. Indicator2.Identifymajorpartsofplants,e.g.,roots,stem,leaf,flower,trunk,branches. Indicator3.Comparethepartsofdifferentanimals,e.g.,skin,fur,feathers,scales;hand,wing,flipper,fin. Sciencelanguagestudentsshouldbeabletousecorrectly:livingvs.nonlivingthings,senses,sight,taste,touch,smell,sound,bitter,sweet,salty. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (A)Byinvestigatingpartsoflivingthings Havestudentsidentifythemajorpartsofplants.Askthemtoinvestigateusingthefollowingquestions(andothers scientistsanddoctorshavelearnedhowto thatyouoryourstudentschoose):(PoS)(CoS) repairorreplacesomeoftheparts. (S)Improvedliving. Howmanydifferenttypesofplantscanwefindintheschoolyard?Whatdotheyhaveincommon?Whatis (T)Discusstheuseoftechnologyintheprocess different? ofsciencebypointingoutthevarioustools Doallplantshavesimilarparts?Howmightthesedifferenceshelp/hurttheplantinitsenvironment? usedwhilelearningthisobjective.Examples Havestudentstakemeasurementsaspartoftheirobservationsofdifferentplantsandtheirparts(M),andthenask oftoolsareamagnifyingglass,video,camera, themtodiscusswhyoneplantmayhavelargerleavesthananother.(L)(PoS)(CoS)(NoS) andcomputers. Havestudentscompare/contrastthedifferencesandsimilaritiesbetweenanimalstructures.Askthemtoinvestigate (S)Showthatsocietyhasbenefitedfromthe usingthefollowingquestions(andothersthatyouoryourstudentschoose):(FA)(PoS)(CoS)(NoS) useofscienceinstudyinglivingthings.By Doallanimalslookthesame?Whatarethemajordifferencesbetweenspecifictypesofanimals?(ex.Compare understandingtheneedsoflivingthingswe aducktoasnaketoadog) haveimprovedlivingandcuttingedge Howcouldyouuseyourfivesensestohelpidentifythedifferences/similaritiesbetweenanimals? medicalapplications. Whatbodypartsdoallanimalshave?Howdoanimalsusetheirbodypartstomakeobservationsabouttheir environment?(ex.Snakesusetheirtonguestotastetheair,batsusetheirhearingtoseewheretheyare going) LifeSciences CurriculumConnections Processes,CommunicationandNatureofScience Applications:Science,Technology,andSociety (CT)Changes overtime (M)Mathematics (FA)FineArts (PoS)Processesofscience (T)Toolsofscience (N)Nature (L)LanguageArts (SS)SocialStudies (CoS)Communicationofscience (A)Applicationsofscience ofLivingThings
(NoS)Natureofscience (S)Implicationsofscienceforpeople
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Subject Science Grade First Standard 4.LifeScience Objective 1.Communicateobservationsaboutthesimilaritiesanddifferencesbetween offspringandbetweenpopulations. Science,Technology,andSocietyBigIdeas
ContentBigIdeas
(CT)Allkindsoflivingthingshave (PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthose (T)Peopleuseappropriatetoolsand modelsto offspring,usuallywithtwo thingscarefully,butsometimestheycanlearnmorebydoingsomethingto investigatetheworld. parentsinvolved. thethingsandnotingwhathappens(raisequestionsabouttheworldaround (A)Peopleworkingaloneoringroupsoften (CT)Offspringareverymuchalike, them,bewillingtoseekanswerstosomeofthosequestionsbymaking inventnewwaystosolveproblemsandget butnotexactly,liketheirparents carefulobservationsandtryingthingsout). workdone. andlikeoneanother. (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamand (S)Studentsunderstandthattoolsandwaysof (CT)Someanimalsandplantsare tosharefindingswithothers.Inthissharing,describingthingsasaccurately doingthingsthatpeoplehaveinventedaffect alikeinthewaytheylookand aspossibleisimportantinsciencebecauseitenablespeopletocomparetheir allaspectsoflife. thingstheydo,andothersare observationswiththoseofothers(drawpicturesthatcorrectlyportrayat verydifferentfromoneanother. leastsomefeaturesofthethingbeingdescribed,describeandcomparethings intermsofnumber,shape,texture,size,weight,color,andmotion). (NoS)Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallya goodideatomakesomefreshobservationsinsteadofjustarguingaboutwho isright. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Communicateobservationsaboutplantsandanimals,includinghumans,andhowtheyresembletheirparents. Indicator2.Analyzetheindividualsimilaritiesanddifferenceswithinandacrosslargergroups. Sciencelanguagestudentsshouldbeabletousecorrectly:populations,similarities,differences. GuidanceforCombining GuidanceforCombiningContentandProcess Science,Technology,andSociety SuggestedStrategies (T)Studentscanuseageappropriatetoolto Studentscancreateafamilytreeposterwithphotographsordrawings(FA).Workingingroups,studentscanidentify betterobservepopulations. similaritiesanddifferencesincharacteristicswhencomparingoffspringtoparentsandsiblingstosiblings.(FA)(SS) (A)Studentscanidentifytheirinherited (CoS)(NoS) characteristics. Usingtwodifferentkinds(e.g.,Whitepumpkin,Cinderellapumpkin)ofpumpkins(orotherfastergrowingvegetable), (S)Studentsunderstandthatoffspringmay studentscaninvestigatetherelationshipofseedstopumpkinsbydissectingseeds,plantingseeds,andproducing ormaynotlookliketheirparents. pumpkins.Studentscancomparetheoriginalpumpkins(parent)tothenewpumpkins(offspring)todeterminewhich offspringbelongstowhichparent.Recordsimilaritiesanddifferencesbetweengenerationsaswellasbetweenthe twodifferentkinds.(L)(M)(PoS)(CoS)(NoS) Studentscancollectandanalyzethedifferentcharacteristics(e.g.,eyecolor,haircolor,skincolor,height,and handedness)withinandacrossclasses.Thestudentscangraphandinterpretthecharacteristics.(M)(PoS)(CoS) (NoS) LifeSciences CurriculumConnections Processes,Communication,andNatureofScience Applications:Science,Technology,andSociety (CT)Changes overtime (M)Mathematics (FA)FineArts (PoS)Processesofscience (T)Toolsofscience
(N)NatureofLivingThings (L)LanguageArts (SS)SocialStudies (CoS)Communicationofscience (NoS)Natureofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science
ContentBigIdeas
Grade First
Standard 4.LifeScience
Objective 2.Observehowlivingthingschangeanddependupontheirenvironmenttosatisfy theirbasicneeds. Science,Technology,andSocietyBigIdeas
(N)Mostlivingthingsneed water,food,andair. (N)Plantsandanimalsneedto takeinwater,andanimals needtotakeinfood.In addition,plantsneedlight. (N)Animalseatplantsandother animalsforfood.
(PoS)Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthose (T)Peopleuseappropriatetoolsandmodelsto thingscarefully,butsometimestheycanlearnmorebydoingsomethingtothe investigatetheworld. thingsandnotingwhathappens(raisequestionsabouttheworldaroundthem, (A)Peopleworkingaloneoringroupsoften bewillingtoseekanswerstosomeofthosequestionsbymakingcareful inventnewwaystosolveproblemsandget observationsandtryingthingsout). workdone. (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwithateamandto (S)Studentsunderstandthattoolsandwaysof sharefindingswithothers.Inthissharing,describingthingsasaccuratelyas doingthingsthatpeoplehaveinventedaffect possibleisimportantinsciencebecauseitenablespeopletocomparetheir allaspectsoflife. observationswiththoseofothers(drawpicturesthatcorrectlyportrayatleast somefeaturesofthethingbeingdescribed,describeandcomparethingsin termsofnumber,shape,texture,size,weight,color,andmotion). (NoS)Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallya goodideatomakesomefreshobservationsinsteadofjustarguingaboutwhois right. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Makeobservationsoflivingthingsandtheirenvironmentusingthefivesenses. Indicator2.Identifyhownaturalearthmaterials,e.g.,food,water,air,light,andspace,helptosustainplantandanimallife. Indicator3.Describeandmodellifecyclesoflivingthings. Sciencelanguagestudentsshouldbeabletousecorrectly:lifecycle,offspring,need,environment,investigate. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Studentscanuseageappropriatetoolsto Studentscanconductsimpleexperiments/investigationsrelatedtoplantneedsbychangingonevariableatatime investigatelivingsthings. (food,air,water,light,orplacetogrow).(M)(PoS) (A)Studentscanexplainthatalllivingthings Usingvariousresources(e.g.,books,movies,internet,livespecimens)researchthelifecycleoflivingthingssuchas followacycle. butterflies,frogs,chickens,beans,and/orpumpkins.Studentscanthencreatetheirownrepresentationsofwhat (S)Studentsunderstandthatwhenbasicneeds theyhavelearned.(L)(FA)(CoS) arenotmetthelifecycleisshortened. LifeSciences (CT)Changes overtime (N)NatureofLivingThings
CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science ContentBigIdeas Grade Second Standard 4.LifeScience Objective 1.Relatehowexternalfeaturesaffectananimalsabilitytosurviveinits environment. Science,Technology,andSocietyBigIdeas
(CT)Differentplantsandanimalshave (PoS)Whenscienceinvestigationisdonethewayitwasdone (T)Peopleuseappropriatetoolsandmodelsto externalfeaturesthathelpthemthrivein before,weexpecttogetaverysimilarresult. investigatetheworld. differentkindsofplaces. (NoS)Sometimespeoplearentsurewhatwillhappenbecausethey (A)Peopleworkingaloneoringroupsoften (CT)Livingthingsarefoundeverywhereinthe dontknoweverythingthatmighthaveaneffect. inventnewwaystosolveproblemsandget world.Therearedifferentkindsofliving (CoS)Whendoingscienceactivities,itisoftenhelpfultoworkwith workdone. thingsindifferentplaces. ateamandtosharefindingswithothers.Allteammembers (S)Thetoolsandwaysofdoingthingsthat (CT)Somekindsoflivingthingsthatonce shouldreachtheirownindividualconclusions,however,about peoplehaveinventedaffectallaspectsoflife. livedonearthhavecompletelydisappeared, whatthefindingsmean. althoughtheyweresomethinglikeothers thatarealivetoday. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Compareandcontrastthecharacteristicsoflivingthingsindifferenthabitats. Indicator2.Develop,communicate,andjustifyanexplanationastowhyahabitatisorisnotsuitableforaspecificorganism. Indicator3.Createpossibleexplanationsastowhysomeorganismsnolongerexist,butsimilarorganismsarestillalivetoday. Sciencelanguagestudentsshouldbeabletousecorrectly:characteristics,environments,habitats,justify,compare,contrast,extinct,desert,ocean,rainforest, tundra. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Teacherscanuseavarietyofmedia Usingcooperativelearningstructures,studentscanexplorethecharacteristicsoflivingthingsinvarious includingtheinternettofindpicturesof environments(i.e.desert,rainforest,tundra,oceans)andcommunicatetheirfindingsthroughcharts,posters, plantsandanimalsintheirenvironment. journals,books,etc.(L)(M)(FA)(SS)(NoS)(CoS) (A)Studentscanexplainhowlivingthings Studentscanclassifyandsortplantsandanimalsintohabitatsandjustifytheirreasoningthroughclassroom dependonthehealthoftheirhabitats,which discussion.Suggestedquestionsfordiscussion:Areanysimilarplantoranimalstructuresseenindifferent needtobeprotected. environments?Whichplantoranimalhasthemostuniquestructures?(PoS)(CoS)(NoS) (A)Studentscanresearchendangeredspecies. Usingavarietyofinformationaltextsonextinctanimals(e.g.,mammoth,sabertoothtiger,dodobird,megatooth (S)Studentscandiscussadaptationsthatplants shark),studentscancompareandcontrasttheseextinctanimalswithsimilaranimalsthatarealivetodayandshare andanimalsmakeinordertoliveintheir plausibleexplanationsfortheirextinctionsthroughcharts,journals,discussions,etc.(L)(FA)(M)(PoS)(CoS) specificenvironment. LifeSciences CurriculumConnections Processes,CommunicationandNatureofScience Applications:Science,Technology,andSociety (CT)Changes overtime (M)Mathematics (FA)FineArts (PoS)Processesofscience (T)Toolsofscience
(N)NatureofLivingThings (L)LanguageArts (SS)SocialStudies (CoS)Communicationofscience (NoS)Natureofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
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Subject Science ContentBigIdeas
Grade Second
Standard 4.LifeScience
Objective 2.Identifybasicneedsoflivingthings(plantsandanimals)andtheirabilitiestomeet theirneeds. Standard1BigIdeasIntendedLearningOutcomes Science,Technology,andSocietyBigIdeas
(N)Livingthingshavepartsthatfunctiontomeet (PoS)Whenscienceinvestigationisdonethewayitwasdone (T)Peopleuseappropriatetoolsandmodelsto theirbasicneeds. before,weexpecttogetaverysimilarresult. investigatetheworld. (N)Sensescanwarnindividualsaboutdanger; (NoS)Sometimespeoplearentsurewhatwillhappenbecause (A)Peopleworkingaloneoringroupsoften muscleshelpthemtofight,hide,orgetoutof theydontknoweverythingthatmighthaveaneffect. inventnewwaystosolveproblemsandget danger. (CoS)Whendoingscienceactivities,itisoftenhelpfultowork workdone. (N)Livingthingsnotonlyneedwater,food,air, withateamandtosharefindingswithothers.Allteam (S)Thetoolsandwaysofdoingthingsthat andwasteremoval,butalsoaparticularrange membersshouldreachtheirownindividualconclusions, peoplehaveinventedaffectallaspectsoflife. oftemperaturesintheirenvironment. however,aboutwhatthefindingsmean. Indicators:MeasureableOutcomesframedbyStandard1BigIdeas Indicator1.Communicateandjustifyhowthephysicalcharacteristicsoflivingthingshelpthemmeettheirbasicneeds. Indicator2.Observerecordandcomparehowthebehaviorsandreactionsoflivingthingshelpthemmeettheirbasicneeds. Indicator3.Identifybehaviorsandreactionsoflivingthingsinresponsetochangesintheenvironmentincludingseasonalchangesintemperatureand precipitation. Sciencelanguagestudentsshouldbeabletousecorrectly:physicalcharacteristics,behaviors,reaction,environment,seasonal,temperature,precipitation, migration,hibernation,dormancy. GuidanceforCombiningScience, GuidanceforCombiningContentandProcess Technology,andSociety SuggestedStrategies (T)Teacherscanuse theInternettofind Studentscanconductasimpleexperiment(e.g.,makingpredictions,gatheringdata,anddrawingconclusions)to picturesofplantsandanimals. investigatehowwateristransportedthroughoutaplant.Someexamplescouldinclude:celeryorcarnationsin (T)Studentscanusemagnifierstohelpsee coloredwater.Studentssharefindingsusingdiagrams,journals,charts,etc.(L)(FA)(M)(PoS)(CoS) thingstheycouldnotseewithoutthem. Workingingroups,studentscancompareandcontrastthebehaviorsthatanimalsusetomeettheirneeds(i.e.feeding (T)Studentscanuseinstrumentstohelpmake patterns,buildingnests,protections,communication).Theycancommunicateandjustifytheirconclusionsinthe observationsabouthabitatcomponents.For formofclassdiscussion,journals,posters,reports,etc.(L)(FA)(M)(PoS)(CoS)(NoS) example,datacanbecollectedfromafish Workingingroups,studentscancompareandcontrastthebehaviorsthatplantsusetomeettheirneeds(i.e.growing tanktoassesstheenvironmentalhealth towardsthesunlight,flowers/nectarforpollination,seeddispersalmethods,toxins).Theycancommunicateand (dissolvedoxygen,pH,nitrogencontent). justifytheirconclusionsintheformofclassdiscussion,journals,posters,reports,etc.(L)(FA)(M)(PoS)(CoS) (S)Studentscandiscusshowtheirbasicneeds (NoS) aremetintheirenvironment(i.e.air,food, Studentscansortvariousplantsandanimalsaccordingtohowtheyrespondtoseasonalchangesintemperatureand water,wasteremoval,etc.). precipitation(examplecategoriesmightinclude:hibernate,migrate,godormant,die,other,etc.).Oncethesortis completed,studentscancommunicateandjustifytheplacementofthevariouslivingthingsintotheircategories duringaclassdiscussion.(L)(PoS)(CoS)(NoS) LifeSciences CurriculumConnections Processes,CommunicationandNatureofScience Applications:Science,Technology,andSociety (CT)Changesovertime (M)Mathematics (FA)FineArts (PoS)Processesofscience (T)Toolsofscience ofLivingThings (N)Nature (L)LanguageArts (SS)SocialStudies (CoS)Communicationofscience (A)Applicationsofscience (NoS)Natureofscience (S)Implicationsofscienceforpeople
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AppendixA BigIdeasKindergarten

Standard1
TheProcesses(PoS),Communication (CoS),andNature(NoS)ofScience (IntendedLearningOutcomes).
Standard2
Earth(E)andSpaceScience (S)
Standard3
PhysicalScience Atomicmoleculartheoryof matter(A)andNewtonian lawsofforceandmotion(F) (F)Thingsmoveinmany differentways,suchas straight,zigzag,roundand round,backandforth,and fastandslow. (A)Mostthingsaremadeof parts.
Standard4
LifeScience Changesinorganismsover time(CT)andThenatureof livingthings(N). (N) Mostthingsaremadeof parts. (CT)Changeissomethingthat happenstomanythings.
(P)Peoplecanoftenlearnaboutthings (E)Changeissomethingthat aroundthembyjustobservingthose happenstomanythings. thingscarefully.Raisequestionsabout (E)Somechangesaresoslow theworldaroundthem,bewillingto orsofastthattheyarehard seekanswerstosomeofthosequestions tosee. bymakingcarefulobservations. (N)Peoplearemorelikelytobelieveyour ideasifyoucangivereasonsforthem. AskHowdoyouknow?inappropriate situationsandattemptreasonable answerswhenothersaskthemthesame questions. (C)Indoingscience,itisoftenhelpfulto workwithateamandtosharefindings withothers.
EarthandSpaceScience (E)Earthscience (SS)Spacescience
PhysicalScience (A)Atomic/molecular (F)Forceandmotion
LifeScience (CT)Changesovertime (N)NatureofLivingThings
Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscience forpeople
36
Standard1
AppendixA(continued) BigIdeasFirstGrade
Standard2
Earth(E)andSpace Science(S)
Standard3
PhysicalScience Atomicmolecular theoryofmatter(A) andNewtonianlaws offorceandmotion (F) (F)Thingsmovein manydifferentways, suchasstraight,zig zag,roundand round,backand forth,andfastand slow. (F)Thewaytochange howsomethingis movingistogiveita pushorpull. (A)Objectscanbe describedintermsof thematerialsthey aremadeof(clay, cloth,paper,etc.). andtheirphysical Properties(color, size,shape,weight, texture,flexibility, etc.).
Standard4
LifeScience Changesinorganismsovertime (CT)andthenatureoflivingthings (N). (CT)Offspringareverymuchalike, butnotexactly,liketheirparents andlikeoneanother. (CT)Thereisavariationamong individualsofonekindwithina population. (CT)Someanimalsandplantsare alikeinthewaytheylookand thingstheydo,andothersarevery differentfromoneanother. (N)Mostlivingthingsneedwater, food,andair. (CT)Allkindsoflivingthingshave offspring,usuallywithtwoparents involved. (N)Plantsandanimalsneedtotake inwater,andanimalsneedtotake infood.Inaddition,plantsneed light. (N)Animalseatplantsandother animalsforfood.
TheProcesses(PoS),Communication(CoS),and Nature(NoS)ofScience(IntendedLearning Outcomes).
(P)Peoplecanoftenlearnaboutthingsaroundthem byjustobservingthosethingscarefully,but sometimestheycanlearnmorebydoing somethingtothethingsandnotingwhathappens (raisequestionsabouttheworldaroundthem,be willingtoseekanswerstosomeofthosequestions bymakingcarefulobservationsandtryingthings out). (C)Indoingscience,itisoftenhelpfultoworkwitha teamandtosharefindingswithothers.Inthis sharing,describingthingsasaccuratelyaspossible isimportantinsciencebecauseitenablespeople tocomparetheirobservationswiththoseofothers (drawpicturesthatcorrectlyportrayatleastsome featuresofthethingbeingdescribed,describeand comparethingsintermsofnumber,shape, texture,size,weight,color,andmotion). (N)Whenpeoplegivedifferentdescriptionsofthe samething,itisusuallyagoodideatomakesome freshobservationsinsteadofjustarguingabout whoisright.
(E)Thenaturalworld iscomposedof differentmaterials. (S)Thesuncanbe seenonlyinthe daytimeandthe mooncanbeseen sometimesduring theday. (E)Seasonalweather changesoccureach year.
EarthandSpaceScience
PhysicalScience (A)Atomic/molecular (F)Forceandmotion
LifeScience (CT)Changesovertime (N)NatureofLivingThings
37
Standard1
TheProcesses(PoS), Communication(CoS),and Nature(NoS)ofScience (IntendedLearning Outcomes). (P)Whenscience investigationisdonethe wayitwasdonebefore, weexpecttogetavery similarresult. (N)Sometimespeoplearent surewhatwillhappen becausetheydontknow everythingthatmighthave aneffect. (C)Indoingscience,itis oftenhelpfultoworkwith ateamandtoshare findingswithothers.All teammembersshould reachtheirownindividual conclusions,however, aboutwhatthefindings mean.
AppendixA(continued) BigIdeasSecondGrade
Standard2
Earth(E)andSpace Science(S)
Standard3
Standard4
LifeScience Changesinorganismsovertime(CT)andthe natureoflivingthings(N). (N)Alllivingthingsneedwater,food,air,waste removal,andaparticularrangeoftemperaturesin theirenvironment. (N)Animals,includinghumans,havepartsthathelp themseek,find,andtakeinfoodwhentheyfeel hungereyesandnosesfordetectingfood,legsto getit,armstocarryitawayandamouthtoeatit. (N)Sensescanwarnindividualsaboutdanger;muscles helpthemtofight,hide,orgetoutofdanger. (CT)Somekindsoflivingthingsthatoncelivedon earthhavecompletelydisappeared,althoughthey weresomethinglikeothersthatarealivetoday. (CT)Differentplantsandanimalshaveexternal featuresthathelpthemthriveindifferentkindsof places. (CT)Livingthingsarefoundalmosteverywhereinthe world.Therearesomewhatdifferentkindsin differentplaces.
PhysicalScience Atomicmoleculartheoryof matter(A)andNewtonian lawsofforceandmotion (F) (E)Chunksofrocks (F)Thingsneartheearthfall comeinmanysizes tothegroundunless andshapes,from somethingholdsthemup. boulderstograinsof (A)Thingscanbedoneto sandandeven materialstochangesomeof smaller theirproperties,butnotall (S)Thereare materialsrespondthesame recognizable waytowhatisdoneto patternsamong them. objectsinthenight sky. (E)Somechanges, suchaschangesin weathercanvary basedonseasonand location.
EarthandSpaceScience (E)Earthscience (SS)Spacescience PhysicalScience (A)Atomic/molecular (F)Forceandmotion LifeScience (CT)Changesovertime (N)NatureofLivingThings Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
38
AppendixB WhatStudentsShouldUnderstand,Do,andKnow
BytheendofKindergartenstudentsshouldbeableto:
Understand:
Peoplecanlearnaboutthingsaroundthembyjustobservingthosethingscarefully. Peoplearemorelikelytobelieveyourideasifyoucangivereasonsforthem. Itisoftenhelpfultoworkinateamandsharefindingswitheachother. Changehappenstomanythings. Somechangesaresosloworsofastthattheyarehardtosee. Thingsmoveinmanydifferentways. Mostthingsaremadeofparts.
Do:

39
Observetheworldaroundthemandreportontheirobservations. Demonstratescientificprocesses,e.g.,howwindandwatermovenonlivingthings. Sort,group,andclassifydifferentmaterials. Compareandcontrast,e.g.,lightanddark,physicalpropertiesofobjectsandhowtheyaffecttheirmovement,thepartsofdifferent animals Investigate,interpret,andexplaintoothers. Examinescientificphenomena,e.g.,whathappenswhenyoublockthesunslight. Communicateandsharefindingswithothers,e.g.waysweathercanaffectindividuals Describeanddiscusstheworldaroundthembasedontheirobservationsandrecordse.g.,weatherconditionsandhowpredictingthe worldaroundthemcanimproveourlives. Conductsimpleexperimentsandexplaintheirfindings,e.g.,whythingsmaynotworkthesameifsomeofthepartsaremissing. Constructquestions,givereasons,andsharefindingswithothers.
Know:
Bigrocksbreakdownintosmallrocks. Waterandwindmovenonlivingthings. Earthmaterialscanbesorted,grouped,andclassifiedbasedontheirproperties. Lightanddarkinadaynightcycleformapattern. Weatherchangesoccurfromdaytoday. Weatherpatternsoccurfromseasontoseason. Weatherchangesaffectindividualsindifferentways. Objectsmoveindifferentways,e.g.,fast,slow,zigzag,roundandround,straightline,backandforth,slide,roll,bounce,spin,swing,float, glide. Differentobjectsmoveindifferentways. Partsareusedtobuildthingsandthingscanbetakenapart. Thingsmaynotworkthesameifsomeofthepartsaremissing. Youngplantsandanimalschangeovertimeastheygrowintoadults. Therelationshipbetweenbodypartsandthefivesenses. Majorpartsofplants,e.g.,roots,stem,leaf,flower,trunk,branches. Majorpartsofdifferentanimals,e.g.,skin,fur,feathers,scales,hand,winds,flippers,fins.
40
AppendixB(continued) WhatStudentsShouldUnderstand,Do,andKnow
BytheendofFirstGradestudentsshouldbeableto:
Understand:

41
Peoplecanoftenlearnaboutthingsaroundthembyjustobservingthosethingscarefully,butsometimestheycanlearnmorebydoing somethingtothethingsandnotingwhathappens. Indoingscience,itisoftenhelpfultoworkwithateamandtosharefindingswithothers.Inthissharing,describingthingsasaccurately aspossibleisimportantinsciencebecauseitenablespeopletocomparetheirobservationswiththoseofothers. Whenpeoplegivedifferentdescriptionsofthesamething,itisusuallyagoodideatomakesomefreshobservationsinsteadofjust arguingaboutwhoisright. Thenaturalworldiscomposedofdifferentmaterials. Thesuncanbeseenonlyinthedaytimeandthemooncanbeseensometimesduringtheday. Seasonalweatherchangesoccureachyear. Thingsmoveinmanydifferentways,suchasstraight,zigzag,roundandround,backandforth,andfastandslow. Thewaytochangehowsomethingismovingistogiveitapushorpull. Objectscanbedescribedintermsofthematerialstheyaremadeof(clay,cloth,paper,etc.).andtheirphysicalProperties(color,size, shape,weight,texture,flexibility,etc.). Offspringareverymuchalike,butnotexactly,liketheirparentsandlikeoneanother. Thereisavariationamongindividualsofonekindwithinapopulation. Someanimalsandplantsarealikeinthewaytheylookandthingstheydo,andothersareverydifferentfromoneanother. Mostlivingthingsneedwater,food,andair. Allkindsoflivingthingshaveoffspring,usuallywithtwoparentsinvolved. Plantsandanimalsneedtotakeinwater,andanimalsneedtotakeinfood.Inaddition,plantsneedlight. Animalseatplantsandotheranimalsforfood.
Do:
Observe,compare,describe,sort,andchartobjectsbyobservablecharacteristics. Identifyanddescribescientificproperties,e.g.watersource,characteristicsofseasonsoftheyear,characteristicsofweather,how animalsandplantssustainlife. Recordweatherinformationduringeachseason. Gatherevidenceandreporttheirfindings. Observe,describe,andrecordscientificphenomena,e.g.,changesintheappearanceofthesunandmoonduringdaylight,weather informationwithineachseason. Compareandcontrastpropertiesofscientificphenomena,e.g.,seasonalweatherpattern,themovementofobjects Usedrawing,graphs,andnumberstocommunicatefindings. Predict,test,recorddata,anddescribeexperimentalresults. Analyzesimilaritiesanddifferencesbetweenandwithingroups. Usethefivesensestomakeobservationsinnature. Describeandmodellifecycles. Communicateandsharefindingswithothers. Conductsimpleexperimentsandexplaintheirfindings. Constructquestions,givereasons,andsharefindingswithothers.
Know:
Thecomponentsofsoilhavesize,texture,andcolor. Waterhasavarietyofnaturalsourcesincludingstreams,lakes,andoceans. Rocks,soils,andwaterhavemanyuses. Thesunchangesinlocationandappearanceduringthedaytime. Themooncanbeseeninthedaytimeandvariesinlocationandappearance. Thecharacteristicsoftheseasonsoftheyear. Thecharacteristicsofdifferenttypesofweather,e.g.,typesofprecipitation,sunny,foggy,andcloudy. Objectscanmoveinmanydifferentways,e.g.,straight,zigzag,circular,curved,backandforth,fastandslow. Apushorpullcanaffecthowanobjectmoves. Objectshaveobservablepropertiesthatcanbeusedintheirclassification. Objectshavemeasureablepropertiessuchasweightandtemperature. Objectswillsinkorfloatdependingontheirobservableand/ormeasurableproperties. Mattermaychangewhenheated,cooled,ormixedwithwater.
42
Bothplantandanimaloffspringhavesimilaritieswiththeirparents. Theremaybebothsimilaritiesanddifferenceswithinandacrosslargergroups. Theycanusetheirfivesensestoobservelivingthingsandtheirenvironments. Plantsandanimalsuseearthmaterialstosustainlife. Livingthingshavelifecycles.
43
AppendixB(continued) WhatStudentsShouldUnderstand,Do,andKnow
BytheendofSecondGradestudentsshouldbeableto:
Understand:
Whenscienceinvestigationisdonethewayitwasdonebefore,weexpecttogetaverysimilarresult. Sometimespeoplearentsurewhatwillhappenbecausetheydontknoweverythingthatmighthaveaneffect. Itisoftenhelpfultoworkwithateamandtosharefindingswithothers.Allteammembersshouldreachtheirownindividual conclusions,however,aboutwhatthefindingsmean. Chunksofrockscomeinmanysizesandshapes,fromboulderstograinsofsandandevensmaller. Therearerecognizablepatternsamongobjectsinthenightsky. Somechanges,suchaschangesinweathercanvarybasedonseasonandlocation. Thingsneartheearthfalltothegroundunlesssomethingholdsthemup. Thingscanbedonetomaterialstochangesomeoftheirproperties,butnotallmaterialsrespondthesamewaytowhatisdonetothem. Alllivingthingsneedwater,food,air,wasteremoval,andaparticularrangeoftemperaturesintheirenvironment. Animals,includinghumans,havepartsthathelpthemseek,find,andtakeinfoodwhentheyfeelhungereyesandnosesfordetecting food,legstogetit,armstocarryitawayandamouthtoeatit. Sensescanwarnindividualsaboutdanger;muscleshelpthemtofight,hide,orgetoutofdanger. Somekindsoflivingthingsthatoncelivedonearthhavecompletelydisappeared,althoughtheyweresomethinglikeothersthatare alivetoday. Differentplantsandanimalshaveexternalfeaturesthathelpthemthriveindifferentkindsofplaces. Livingthingsarefoundalmosteverywhereintheworld.Therearesomewhatdifferentkindsindifferentplaces.
Do:
Explainweatheringandbreakageofrocks. Describe,classify,andcommunicatescientificideas,e.g.,,rocksintermsoftheirparts,starsinthenightsky, Observe,compare,describeandsortobjectsbytheircharacteristicsandproperties,e.g.,color,hardness,texture,layering,particlesize Observe,describe,record,andcomparepatternsinnature. Compareandcontrast,e.g.,seasonalweatherpatterns,characteristicsoflivingthingsinvarioushabitats
44
Observeandidentifyscientificphenomena,e.g.,observefallingobjectsandidentifythingsthatpreventthemfromreachingtheground. Communicateabouttheirobservations,e.g.,similarobjectsofvaryingmassesfallatthesamerate. Modelchangesinvariousmaterials,e.g.,physicalchanges Analyzeandinterpretdata,e.g.temperaturesindifferentlocationsanddifferenttimes, Investigateandprovideevidencetoothers. Develop,communicate,andjustifyascientificexplanation,e.g.,whyahabitatisorisnotsuitableforaspecificorganism,howthe physicalcharacteristicsoflivingthingshelpthemmeettheirbasicneeds. Createpossibleexplanationsfornaturalphenomena,e.g.,whysomeorganismsnolongerexistbutsimilarorganismsarestillalivetoday. Identifyresponsesoflivingthingstotheirenvironment. Communicateandsharefindingswithothers. Conductsimpleexperimentsandexplaintheirfindings. Constructquestions,givereasons,andsharefindingswithothers.
Know:
Smallerrockscomefromthebreakageandweatheringoflargerrocks. Rockshavepartsthatcanbeusedintheirclassification. Rockscanbesortedbytheircolor,hardness,texture,layering,andparticlesize. Changesinthemoonsappearanceandapparentmotioncanbedescribedintermsofpatterns. Starshavebrightnessandcolordifferencesandcanbedescribedbytheirarrangement. Theseasonsoftheyearhavediscerniblepatterns. Temperaturescananddochangebasedonlocationandtime. Objectsclosetotheearthfalltowarditbutcanbestoppedbeforereachingtheground. Similarobjectsofvaryingmasseswillfallatthesamerate. Physicalchangescanoccurtoearthmaterials. Matterisnotdestroyedorcreatedthroughchanges. Livingthingsindifferenthabitatshavecharacteristicsthatcanbecomparedandcontrasted. Differenthabitatsaresuitablefordifferentorganisms. Someorganismsthatoncelivedontheearthnolongerexistthoughsimilarorganismsarestillontheearth. Thephysicalcharacteristicsoflivingthingsalongwiththeirbehaviorsandreactionshelpthemtomeettheirbasicneeds. Thebehaviorsandreactionsoflivingthingscananddochangeinresponsetochangesintheenvironmentincludingseasonalchanges.
45
EachObjectiveintheCoreisaseparatesection,andhasthreedifferenttables. Thefirsttableservesasaheader,identifyingtheSubject,Grade,Standard,andObjective.Belowisasample.
AppendixC HowtoReadtheSupplementalMaterials
Objective
1.Investigatenonlivingthings.
Subject
Science
Grade
K
Standard
2.EarthandSpace Science
ThesecondtablecontainstheBigIdeasforContent,Standard1(IntendedLearningOutcomesILOs),andScience,Technology,andSocietyApplications. ThereareoneandtwoletterabbreviationsbracketedinparenthesestohelpthereadertrackwhatisinthatObjective.Thekeyfortheseabbreviationsis foundbelow.AtthebottomofthesecondtableisavaluableguidetokeyvocabularyintheObjective,calledSciencelanguagestudentsshouldbeabletouse correctly.
ContentBigIdeas
EarthandSpaceScience (E)Earthscience (SS)Spacescience PhysicalScience (A) Atomic/molecular (F)Forceandmotion LifeScience (CT)Changesovertime (N)NatureofLivingThings
Standard1BigIdeasIntended LearningOutcomes
(PoS)Processesofscience (NoS)Natureofscience (CoS)Communicationofscience
Science,Technology,andSocietyBig
Ideas
(T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople
Indicators:IntendedLearningOutcomesframedbyStandard1BigIdeas
Indicator1 Indicator2 Sciencelanguagestudentsshouldbeabletousecorrectly: ThethirdtablecontainsguidancefortheactualteachingoftheObjective,brokendownintotwosections.Thefirstcontainsspecificteachingideasfor combiningtheContentstandardandtheProcessstandard(fromStandard1)withcurriculumconnectionstoothersubjects.Thesecondcontainsideasfor extendingtheobjectiveintoquestionsabouthowitmayimpacttechnology,howitmayactuallybeusedintheworkplaceorindustry,andhowuseofthis contentaffectspeopleintheirdaytodaylives.
GuidanceforCombiningContentandProcess
GuidanceforCombiningScience,Technology,and
Society
Akeytotheoneandtwoletterabbreviationsisatthebottomofeachpage.
46
AppendixD Notes,ExplanationsandResearchBase
1. Standard1isnotastandalonepieceoflearning,butisdesignedtobeintegratedintothethreecontentstandards (Standards2,3,and4).ThethreestrandsofsciencelearningincludedinStandard1are 1)ProcessesofScience, 2)CommunicationofScience,and 3)NatureofScience. Teachingtheseprocessorientedstandards(Standard1)isdonemosteffectivelywhileteachingthecontentorientedstandards (Standards2,3,and4). Standard1containsthreeObjectives.ThefirstisfromtheNationalResearchCouncil(NRC)definitionofInquiry[science process],thesecondCommunicationofScience,andthethirdtheNatureofScience.Whenstudentslearnthroughengaging intheprocessesofscience,theybecomeawareofandadeptattheprocessesembracedbysciencethatallowustoextract explanationfromevidence(Johnston,2008,p.12).Throughlearningscienceincommunity,throughopenandsustained communication,studentsgaindeeperunderstandingsofnormsforpresentingscientificarguments...[and]practiceproductive socialinteractionswithpeers(NRC,2008,p.21)sothattheyaremotivatedanddevelopattitudessupportiveofactive involvementinthescienceclassroom. Finally,throughreflectingdeeplyonhowscienceknowledgeisdeveloped,studentslearnabouttheNatureofScience.The NatureofScience(NOS)refersto...scienceasawayofknowingorthevaluesandbeliefsinherenttothedevelopmentof scientificknowledge(Lederman,1992).Lederman(1998)explainsthenuanceddifferencesbetweenscienceprocessesandthe natureofscienceAlthoughtheseaspectsofscienceoverlapandinteractinimportantways,itisnonethelessimportantto distinguishthetwo.Scientificprocessesareactivitiesrelatedtocollectingandanalyzingdata,anddrawingconclusions(AAAS, 1990,1993;NRC,1996).Forexample,observingandinferringarescientificprocesses.Ontheotherhand,theNOSreferstothe epistemological[waysofknowing]underpinningsoftheactivitiesofscience.Assuch,realizingthatobservationsarenecessarily theoryladen[orbasedonpreviousideas]andareconstrainedbyourperceptualapparatus[senses]belongswithintherealmof theNOS.WhileeachobjectivewithinStandard1hasindicatorsdescribingscientificprocesses,communicationandnatureof
47
ThefollowinginformationappliestoallthreegradesKindergarten,First,andSecond.
scienceunderstandingsthatcutacrossalllearningingradesK2,Standard1isNOTtaughtinisolation,butinsteadisembedded intheteachingofStandards2,3,and4. 2. ThecontentlearningoftheK2ScienceCoreisfoundinStandards2,3and4.Standard2isEarthandSpaceScience, Standard3isPhysicalScience,andStandard4isLifeScience.Asmentionedpreviously,Standard1isaframework, consideredthevehiclethroughwhichdeepfoundationalunderstandingsaboutStandard1aswellasStandards2,3,and4is developed.Standards2,3,and4arederivedfromtheAmericanAssociationfortheAdvancementofSciencesAtlas(maps)of scienceliteracy(AAAS,2001)andlearningprogressionresearch(Catley,Lehrer,andReiser,2005;Plummer,2008;Smith,Wiser, Anderson,andKrajcik,2006)regardinghowteacherscanfacilitatestudentsleveragingpreviouslyacquiredrichexperiential understandingsofthenaturalworldtodevelopconceptualunderstandingssupportiveoffuturelearning.Thecoreconcepts includedinStandards24arethosethatarecentraltoadisciplineofscience(i.e.EarthandSpaceScience,Physical,andLife Science),thatareaccessibletostudentsinsomeformstartinginkindergarten,andthathavepotentialforsustainedexploration acrossgradesK2andbeyond.ThoseconsideredimportantinEarthandSpaceScienceforK2studentsarefoundational featuresorprinciplesabouttheearthandpatternsofmotionoftheSun,Moon,andstars(celestialmotion).Thoseconsidered centraltoPhysicalSciencearefoundationaltostudentsunderstandingofatomicmoleculartheoryofmatterandNewtonian lawsofforceandmotion.Finally,thoseconsideredfoundationaltostudentsunderstandingoflifesciencearechangesin organismsovertimeandthenatureoflivingthings.ThespecificgradelevelappropriateconceptsforStandards24areoutlined inthefollowingBigIdeasforeachgradelevel. 3. Science,TechnologyandSociety(STS): Theprimarygoalofscienceistounderstandthenaturalandhumandesignedworlds.Sciencereferstocertainprocessesused byhumansforobtainingknowledgeaboutnature,andtoanorganizedbodyofknowledgeaboutnatureobtainedbythese processes.Scienceisadynamicandcreativeactivitywithalongandinterestinghistory.Manysocietieshavecontributedtothe developmentofscientificknowledgeandunderstandingScientistscontinuouslyassessandjudgethesoundnessofscientific knowledgeclaimsbytestinglawsandtheories,andmodifyingtheminlightofcompellingnewevidenceorare conceptualizationofexistingevidence. Technologyinvolvesthedevelopmentanduseofmaterials,tools,andprocessesforsolvinghumanproblemsandhelpingto satisfyhumanneedsanddesires.Manyoftheproductsoftechnologyhelphumansaccomplishtasksthatwouldotherwisebe verydifficultorimpossibletocarryout.Althoughtechnologyprovidesmanybenefits,italsoproducesassociatedcostsandrisks. Scienceoftenusesandrequirestoolsandprocessesdevelopedbytechnology,andconversely,technologyoftenemploys
48
principles,laws,theories,andprocessesdevelopedbyscience.SCCAOandSTAO/APSO,PositionPaper:TheNatureofScience (2006),pp.12. Ascanbeseenfromthesetwodescriptionsscienceandtechnologyareinextricablylinked.But,accordingtotheNational ScienceEducationStandards,itisimportanttohelpstudentsestablishconnectionsbetweenthenaturalanddesignedworlds andprovidestudentswithopportunitiestodevelopdecisionmakingabilities.STSisincludedintheK2core,notasastand alonestandard,butasguidanceforteacherstohelpstudentsengagethelearninginStandards24.STSguidanceateachgrade levelfocusesonthe1)Tools(T)usedindoingscience,2)Applications(A)ofsciencetoenhancetechnologyoroftechnologyto enhancetheprocessesofscience,and3)Implications(S)ofscienceandtechnologicalapplicationsinstudentslives(e.g., benefits,constraints,consequences,risks). 4. ObjectivesareselectedtosupporttheteachingofBigIdeasinscience,whichareorganizedbyStandard.Bigideasgo beyonddiscretefactsorskillstofocusonlargerconcepts,principles,orprocesses(GrantWigginsandJayMcTighe, UnderstandingbyDesign,1998,p.10).BigIdeasarecumulative,meaningthatstudentsrevisitideasthatarepreviously developed,butinmoreandmorecomplexwaysateachsuccessivegradelevel.Thisallowsteacherstoanchorlearningatthe beginningofthegradeleveltoconceptsandreasoningabilitiesthatyoungchildrenbringwiththem(NRC,2008).
5. IndicatorsareselectedastheMeasureableOutcomesofeachobjective.Theydescribemeasureable,observableactionsthatnotonly showcontentmasterybutalsomasteryofthescientificprocessesinStandard1.Indicatorsarenotintendedtoreflectallthelearningthatan objectiveimplies.TheysupportboththecontentstandardBigIdeasandtheStandard1BigIdeas.
49
AppendixE References
AmericanAssociationfortheAdvancementofScience.(1990).ScienceforallAmericans.NewYork:OxfordUniversityPress. AmericanAssociationfortheAdvancementofScience.(1993).Benchmarksforscienceliteracy:AProject2061report.NewYork:Oxford UniversityPress. AmericanAssociationfortheAdvancementofScience.(2001).Atlasforscientificliteracy.Washington,DC:AAAS. Catley,K.,Lehrer,R.,andReiser,B.(2005).TracingaProspectiveLearningProgressionforDevelopingUnderstandingofEvolution.Paper CommissionedbytheNationalAcademiesCommitteeonTestDesignforK12ScienceAchievement. http://www7.nationalacademies.org/bota/Evolution.pdf Johnston,A.(2008).DemythologizingorDehumanizing?AResponsetoSettlageandtheIdealsofOpenInquiry.JournalofScienceTeacher Education,19:1113. Lederman,N.G.(1992).Students'andteachers'conceptionsofthenatureofscience:Areviewoftheresearch.JournalofResearchinScience Teaching,29(4),331359. Lederman,N.(1998).TheStateofScienceEducation:SubjectMatterWithoutContext.ElectronicJournalofScienceEducation,3(2). NationalResearchCouncil(1996).Nationalscienceeducationstandards.Washington,DC:NationalAcademicPress. NationalResearchCouncil(NRC)(2008).Ready,Set,Science:PuttingResearchtoWorkinK8ScienceClassrooms.Washington,DC:National AcademicPress. Plummer,J.D.(2008).Acrossagestudyofchildren'sknowledgeofapparentcelestialmotion.InternationalJournalofScienceEducation,To linktothisArticle:DOI:10.1080/09500690802126635URL:http://dx.doi.org/10.1080/09500690802126635 ScienceTeachersAssociationofOntario(STAO/APSO),andScienceCoordinators,andConsultantsAssociationofOntario(SCCAO),(2006). PositionPaper:TheNatureofScience.RetrievedMay21,2009,Website:http://www.stao.org/resources/position statements/Nature%20of%20Science.pdf Smith,C.L.,Wiser,M.,Anderson,C.W.,andKrajcik,J.(2006).FOCUSARTICLE:ImplicationsofResearchonChildren'sLearningforStandards andAssessment:AProposedLearningProgressionforMatterandtheAtomicMolecularTheory.Measurement,4(1/2):198. Wiggins,G.,andMcTighe,J.(1998).UnderstandingbyDesign.Alexandria,VA:ASCD.
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UtahStateOfficeof Education

Elementary Core Curriculum 2010

CoalitionofMinorities AdvisoryCommittee Representative RobertR.Depoe 4015West200North CedarCity,UT84720 (435)5592400

InstructionalFramework: Describeshowthecoreisorganizedtoassistteachersinunderstandingandteachingscientificconceptsthrough processskills,utilizingbigideas,andmakingapplicationtotechnologyandsociety.

Developingsocial interactionskillswith peers. Ideasaresupportedby reasons.

Therearelimitsto ideasinscience(i.e. whatcanbeobserved, measured,and verified).

Differencesin conclusionsarebest settledthrough additional observationsand investigations.

Observeandrecordthatbigrocksbreak downintosmallrocks,e.g.,boulders,rocks, pebbles,sand. Demonstratehowwaterandwindmovenon livingthings. Sort,group,andclassifyEarthmaterials,e.g., hard,smooth,rough,shiny,flat.

Observe,compare,describe,andsort componentsofsoilbysize,texture,andcolor. Identifyanddescribeavarietyofnatural sourcesofwater,includingstreams,lakes, andoceans. Gatherevidenceabouttheusesofrocks,soil, andwater.

Explainhowsmallerrockscomefromthe breakageandweatheringoflargerrocks. Describerocksintermsoftheirparts(e.g. crystals,grains,cement). Sortrocksbaseduponcolor,hardness, texture,layering,particlesizeandtype(i.e. igneous,metamorphic,sedimentary).

Observeanddescribethechangesand appearanceofthesunandmoonduring daylight.

Observeandrecord recognizableobjectsand patternsinthenightsky.

Observethesunatdifferenttimesduringthe dayandreportobservationstopeers. Observeandchartthemoonwhenitisvisible duringtheday.

Identifycharacteristicsoftheseasonsofthe year. Identifycharacteristicsofweather,e.g.,types ofprecipitation,sunny,windy,foggy,and cloudy. Observeandrecordweatherinformation withineachseason.

ContentBigIdeas (E)Changeissomething thathappenstomany things. (E)Somechangesareso sloworsofastthatthey arehardtosee.

Subject Science ContentBigIdeas

Objective 3.Comparethechangesinweatherovertime. Science,Technology,andSocietyBigIdeas

(E)Changeissomethingthat happenstomanythings. (E)Somechangesareso sloworsofastthatthey arehardtosee.

CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies

Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience

Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople

ContentBigIdeas (E)Thenaturalworldis composedofdifferent materials.

CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies

Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience

Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople

ContentBigIdeas (SS)Thesuncanbeseen onlyinthedaytimeand themooncanbeseen sometimesduringtheday.

GuidanceforCombiningScience, Technology,andSociety (T)Studentscanuseageappropriatetoolsto gatherinformationaboutthesunandthe moon. (A)Studentscanunderstandthattheposition ofthesuncorrelateswiththetimeofday. (S)Studentscanexplainthatpeoplepattern theirlivesaroundthetimeofday.

ContentBigIdeas (E)Seasonalweather changesoccureachyear.

CurriculumConnections (M)Mathematics (FA)FineArts (L)LanguageArts (SS)SocialStudies

Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience

Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople

ContentBigIdeas (E)Chunksofrockscomein manysizesandshapes, fromboulderstograinsof sandandevensmaller.

ContentBigIdeas (S)Therearerecognizable patternsamongobjectsin thenightsky.

ContentBigIdeas (E)Somechanges,suchas changesinweathercan varybasedonseasonand location.

Describepartsofnonlivingthings. Describehowpartsareusedtobuild thingsandhowthingscanbetaken apart. Explainwhythingsmaynotworkthe sameifsomeofthepartsaremissing.

GuidanceforCombiningScience, Technology,andSociety (T)Magnifiers,toolsforputtingthings togetherandtakingthingsapart,e.g., hammer,screwdrivers. (A)Automobiles,computers,housesand otherthingsaremadeofparts. (S)Thingscanberepairedusingparts.

Describethepartsoflivingthings. Differentiatebetweenthefivesensesand relatedbodyparts. Identifymajorpartsofplants,e.g.,roots, stem,leaf,flower,trunk,branches. Comparethepartsofdifferentanimals, e.g.,skin,fur,feathers,scales;hand,wing, flipper,fin.

Objective 2.Observehowlivingthingschangeanddependupontheirenvironmenttosatisfy theirbasicneeds. Science,Technology,andSocietyBigIdeas

(N)Mostlivingthingsneed water,food,andair. (N)Plantsandanimalsneedto takeinwater,andanimals needtotakeinfood.In addition,plantsneedlight. (N)Animalseatplantsandother animalsforfood.

Subject Science ContentBigIdeas

Objective 2.Identifybasicneedsoflivingthings(plantsandanimals)andtheirabilitiestomeet theirneeds. Standard1BigIdeasIntendedLearningOutcomes Science,Technology,andSocietyBigIdeas

EarthandSpaceScience (E)Earthscience (SS)Spacescience

PhysicalScience (A)Atomic/molecular (F)Forceandmotion

LifeScience (CT)Changesovertime (N)NatureofLivingThings

Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience

Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscience forpeople

TheProcesses(PoS),Communication(CoS),and Nature(NoS)ofScience(IntendedLearning Outcomes).

PhysicalScience (A)Atomic/molecular (F)Forceandmotion

LifeScience (CT)Changesovertime (N)NatureofLivingThings

Processes,Communication,andNatureofScience (PoS)Processesofscience (CoS)Communicationofscience (NoS)Natureofscience

Applications:Science,Technology,andSociety (T)Toolsofscience (A)Applicationsofscience (S)Implicationsofscienceforpeople

Bothplantandanimaloffspringhavesimilaritieswiththeirparents. Theremaybebothsimilaritiesanddifferenceswithinandacrosslargergroups. Theycanusetheirfivesensestoobservelivingthingsandtheirenvironments. Plantsandanimalsuseearthmaterialstosustainlife. Livingthingshavelifecycles.

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