SCIENCE/KINDERGARTEN Page of
Unit Title | Unit 1: Weather | Timeframe | Instructional Days: 10 to start and then ongoing | |
Unit Summary | In this unit of study, students develop an understanding of patterns and variations in local weather and the use of weather forecasting to prepare for and respond to severe weather. The crosscutting concepts of patterns; cause and effect; interdependence of science, engineering, and technology; and the influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for the disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in asking questions, analyzing and interpreting data, and obtaining, evaluating, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas. | |||
Learning Targets | ||||
Essential Questions | How can someone predict what the weather will be tomorrow?How does weather forecasting help us to prepare for dangerous weather? | |||
Enduring Understandings | Students will understand:
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Know | By the end of this unit, students will know:
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Do | By the end of this unit, students will be able to:
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Evidence of Learning | ||||
Formative |
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Summative/ Benchmark |
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Alternative Assessments |
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Learning Activities | ||||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP
In this ongoing study, students are expected to develop an understanding of patterns and variations in local weather and how they respond to the weather.
With adult support, students use trade books (read-alouds, big books) to learn about and discuss weather. severe weather. Strategies, such as Think-Pair-Share, can be used to encourage students to think about information from books and to use that information to ask and answer questions about key details. With guidance, students use online media resources to view examples of severe weather. They can ask questions in order to understand how severe weather affects people and communities and to determine how communities prepare for and respond to severe weather. Students learn that we can help people to be safe from hazardous weather (thunderstorms, hurricanes, and nor-Easters,) through engineering. Students begin by comparing and contrasting hazardous weather events. With the support of the teacher, they ask scientific questions about how each type of weather is hazardous, gather information that will help them understand the types of problems they might face when severe weather conditions exist, and in and around their homes, schools, and communities, and work together to design ways to keep people safe during hazardous weather events. In this unit’s progression of learning, students first develop an understanding that patterns in the natural world can be observed and documented, and that, like scientists, they can use these patterns as evidence to describe phenomena (weather conditions) and make predictions (what will the weather be like tomorrow?). In order to observe patterns in weather, kindergartners will learn that weather is the combination of sunlight, wind, precipitation, and temperature in a particular region at a particular time (See Appendix B, Weather Chart). By observing and recording daily weather events—such as sunny, cloudy, rainy, and windy— students can analyze both qualitative and quantitative data. Recording and analyzing data over time will reveal recognizable weather patterns that can be used to make predictions. Examples of weather patterns may include:
At this grade level, it is developmentally appropriate to describe temperature in relative terms; therefore, vocabulary words such as hot, warm, cool, cold, and warmer/cooler can be used to describe temperature. Students may also record temperature in degrees Fahrenheit and relate the number of degrees with descriptors such as hot, warm, cold, cool, and warmer/colder. Students also learn that weather events have causes that generate observable patterns over time, and that these patterns help weather scientists predict severe weather. Kindergarteners need opportunities to learn about severe weather, especially those types that tend to occur in the local region in which they live. By using a variety of media and technology, such as computers, radio, and television, and by reading grade-appropriate texts about weather and weather events, students can learn about types of severe weather that are common to their region. In addition, they come to understand that people depend on technology to help us predict and solve problems, and without it, our lives would be very different. In order to apply their learning, students need opportunities to ask questions about weather forecasting and how it can help us prepare for and respond to different types of severe weather. When kindergartners ask questions, make observations, gather weather information, and look for patterns of change in the weather, it prepares them to think about how to best prepare for and respond to local severe weather. As part of this unit of study, students are challenged to investigate how people prepare for and solve problems caused by severe weather. With adult guidance, students should define weather problems by asking questions, making observations, and gathering information about severe weather situations. Some questions students might want to consider include the following:
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Materials / Equipment / Resources | ||||
Core Instructional Materials and Texts | Mystery Science: Lessons for elementary teachersK-5 Combined Mystery Science Planning Guide | |||
Equipment | See Mystery Science Activity Prep for each Mystery See Get Activity Supplies for Mystery | |||
Supplemental Resources | Watching Weather: Students will make their own weather station consisting of actual and simplified versions of real weather equipment. The weather station will consist of a thermometer and a student-made weather vane. They will use that equipment to make observations about the local weather.
About the Weather: This lesson is about using local weather to make observations, measure, collect, and record data to describe patterns over time. Students will count types of outdoor clothing worn by classmates and use the data to look for patterns in weather over months and seasons. Connections Between Practices in NGSS, Common Core Math, and Common Core ELA: The presenter was Sarah Michaels from Clark University. In this seminar Dr. Michaels talked about connecting the scientific and engineering practices described in A Framework for K–12 Science Education with the Common Core State Standards in Mathematics and English Language Arts. Weather and Climate Basics: This is a resource from the National Center for Atmospheric Research and the National Science Foundation that explains the basics of weather and climate. This article is designed as background information for the teacher. Earth and Sky: Grades K-4: SciGuides are a collection of thematically aligned lesson plans, simulations, and web-based resources for teachers to use with their students centered on standards-aligned science concepts. "We all live under the same big sky." Since the beginning of time, humans have been intrigued by the objects in our sky and beyond. Take a voyage into space science where you will travel through the Internet to connect your classroom with content and activities designed to teach concepts related to these objects and changes in the sky over time. NGSS Core Ideas: Earth’s Systems: The presenter was Jill Wertheim from National Geographic Society. The program featured strategies for teaching about Earth science concepts that answer questions such as "What regulates weather and climate?" and "What causes earthquakes and volcanoes?" Dr. Wertheim began the presentation by introducing a framework for thinking about content related to Earth systems. She then showed learning progressions for each concept within the Earth's Systems disciplinary core idea and shared resources and strategies for addressing student preconceptions. Dr. Wertheim also talked about changes in the way NGSS addresses these ideas compared to previous common Approaches. Continue the discussion in the community forums. |
Standards | ||
Content Statement | ||
Use and share observations of local weather conditions to describe patterns over time. (K-ESS2-1) Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. (K-ESS3-2) Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
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| By the end of 4th grade,
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Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
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| 8.1.2.A.2. Create a document using a word processing application. | |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. | |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
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F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
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Future Learning |
Grade 2 Unit 5: Changes to Earth’s Land • Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. • Wind and water can change the shape of the land. Grade 3 Unit 1: Weather and Climate • Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. • Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. • A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. Grade 4 Unit 1: Weathering and Erosion • Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. Grade 4 Unit 2: Earth Processes • A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
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Appendix A: NGSS and Foundations for the Unit | ||
Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.] (K-ESS2-1) | ||
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.] (K-ESS3-2) | ||
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) | ||
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Analyzing and Interpreting Data to describe patterns in the natural world in order to answer scientific questions. (K-ESS2-1) Asking Questions and Defining Problems
through the development of a new or improved object or tool. (K-2-ETS1-1) Obtaining, Evaluating, and Communicating media toobtain scientific information to describe patterns in the natural world. (K-ESS3-2)
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ETS1.A: Defining and Delimiting an Engineering
gathering information are helpful in thinking about problems. (K-2-ETS1-1) important to clearly understand the problem. (K-2-ETS1-1)
| observed, used to describe phenomena, and used as evidence. (K-ESS2-1) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Science Knowledge is Based on Empirical Evidence
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and
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Unit Title | Unit 2: Pushes and Pulls | Timeframe | Instructional Days: 15 |
Unit Summary | What happens if you push or pull an object harder? During this unit of study, students apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. The crosscutting concept of cause and effect is called out as the organizing concept for this disciplinary core idea. Students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations and analyzing and interpreting data. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on K-PS2-1, K-PS2-2, and K-2 ETS1-3. | ||
Learning Targets | |||
Essential Questions | Why do scientists like to play soccer? How can you design a simple way to change the speed or direction of an object using a push or pull from another object? | ||
Enduring Understandings | Students will understand:
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Know | By the end of this unit, students will know:
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Do | By the end of this unit, students will be able to:
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Evidence of Learning | |||
Formative | Students who understand the concepts are able to: • With guidance, design simple tests to gather evidence to support or refute ideas about cause-and-effect relationships. • Analyze data from tests of an object or tool to determine if it works as intended. • Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. • Analyze data to determine whether a design solution works as intended to change the speed or direction of an object with a push or a pull. • Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. • Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn. (Assessment does not include friction as a mechanism for change in speed.) | ||
Summative/ Benchmark |
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Alternative Assessments |
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Learning Activities | |||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP
In this unit of study, students plan and carry out investigations in order to understand the effects of different strengths and different directions of pushes and pulls on the motion of an object. Students will also engage in a portion of the engineering design process to determine whether a design solution works as intended to change the speed or direction of an object. Scientists often design simple tests in order to gather evidence that can be used to understand cause-and-effect relationships. In this unit’s progression of learning, kindergarteners need adult guidance to collaboratively plan and conduct simple investigations to discover and compare the effects of pushes and pulls on the motion of an object. Students will need opportunities to push and pull a variety of objects, such as balls, toy cars, pull toys, cans, tops, and boxes. Students should push/pull these objects first with varying strengths, and then in a variety of directions. They should also explore the effects of pushing objects into one another, as well as into walls and other stationary objects. Students should record their observations using pictures and words, and should participate in class discussions on the effects of varying the strength or direction of a push or pull on an object. As students engage in these types of simple force and motion investigations, they will learn that:
To enhance students’ experiences, teachers can schedule time for students to investigate these force and motion concepts using playground equipment, such as swings, seesaws, and slides. Teachers can also use trade books and multimedia resources to enrich students’ understanding. As students participate in discussions, they should be encouraged to ask questions, share observations, and describe cause-and-effect relationships between forces (pushes and pulls) and the motion of objects. As students come to understand the force and motion concepts outlined above, they should engage in the engineering design process as follows. • Students are challenged to design a simple way to change the speed or direction of an object using a push or pull from another object. • As a class, students determine what the design should be able to do (criteria). For example:
• Students determine the objects that will move/be moved (balls, ramps, blocks, poker chips) and the types of structures (ramps or barriers) and materials (rubber bands, paper tubes, cardboard, foam, wooden blocks) that can be used to meet this challenge. • Groups of students then develop a simple drawing or diagram and use given materials to build their design. Groups should be given a predetermined amount of time to draw and build their designs. • Groups share their designs with the class, using their drawings or diagrams, and then test their designs. • Students make and use observations to determine which of the designs worked as intended, based on the criteria determined by the class. While engaging in this process, students should use evidence from their observations to describe how forces (pushes and pulls) cause changes in the speed or direction of an object. In this unit of study, students learn that problem situations can be solved through engineering, and that because there is always more than one possible solution to a problem, it is useful to compare and test designs. Students will use what they have learned about the effect of pushes and pulls of varying strength and direction on the motion of an object to determine whether a design solution works as intended. This process is outlined in greater detail in the previous section. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Mystery Science: Lessons for elementary teachersK-5 Combined Mystery Science Planning Guide | ||
Equipment | See Mystery Science Activity Prep for each Mystery See Get Activity Supplies for Mystery | ||
Supplemental Resources | Push Pull-Changing Direction: Students investigate the interactions between colliding objects using pushes and pulls. Students play a game of kickball and observe how the ball is pushed, pulled, started, stopped, or collided with other objects and how it changed position and speed. As a group, students will then brainstorm about other objects being pushed, pulled or colliding and then choose one of those objects to investigate. Marble Roll: This is an assessment probe from the book Uncovering Student Ideas in Primary Science Vol. 1 that is used to elicit children's descriptions of motion. The probe is designed to reveal how students describe the path of a moving object as it leaves a winding track. Roller Coaster: There are two parts to this lesson from the book More Picture Perfect Science Lessons. In the first part learners explore ways to change the speed and direction of a rolling object by building roller coasters out of pipe insulation after reading the book, Roller Coaster by Marla Frazee. In the second part students read I Fall Down by Vicki Cobb and then investigate the idea that gravity affects all objects equally by conducting dropping races with everyday items. Ramps 2: Ramp Builder: This is a multi-day lesson plan that has students design, build, and test their own ramps. Students are introduced to a variety of materials and explore putting them together. Students engage in an inquiry-based learning experience to reinforce math, science, and technology. They create plans for ramps by evaluating a variety of materials provided to them. |
Standards | ||
Content Statement | ||
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] (K-PS2-1) Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] (K-PS2-2) Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K-2-ETS1-3) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts In order to integrate English Language Arts into this unit, students need the opportunity to participate in shared research that will enhance their understanding of the effect of forces (pushes and pulls) on objects. This could include exploring simple books and other media or digital resources. With prompting and support, students should ask and answer questions about key details in texts in order to seek help, get information, or clarify something that they do not understand. With support from adults, students will also recall information from experiences to answer questions and clarify their thinking. With support and/or collaboration, they can use digital tools to produce and publish simple informative writing or to document their observations of the simple force and motion systems they design and build. Mathematics During this unit of study, students will make connections to Mathematics in a number of ways. Kindergartners can use simple nonstandard units to measure the distances that two different objects travel when pushed or pulled or the distances that an object travels when varying the strength of a push or a pull. If using two objects, students can compare them using a measurable attribute, such as weight, to see which object has “more of” or “less of” the attribute, and describe the effect that increased weight has on the distance that an object travels. As students conduct multiple trials with the two objects (or with a single object, varying the strength of the push or pull), they can document the distance traveled in a simple graph. Then they can analyze the data in order to describe the cause-and-effect relationship between forces and motion of objects. As students collect and analyze data, they are learning to reason abstractly and quantitatively and use appropriate tools strategically. |
| By the end of 4th grade,
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Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
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| 8.1.2.A.2. Create a document using a word processing application. | |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. | |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
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F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
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Future Learning |
Grade 3 Unit 2: Forces and Motion • Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) • The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) • Each force acts on one particular object and has both strength and direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative, addition of forces is used at this level.) • The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) • Objects in contact exert forces on each other. • Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. Grade 4 Unit 5: Transfer of Energy • Energy can be moved from place to place by moving objects or through sound, light, or electric currents. |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.) • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community. • Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling). • Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies). • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences). • Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their understandings. • Use project-based science learning to connect science with observable phenomena. • Structure the learning around explaining or solving a social or community-based issue. • Provide ELL students with multiple literacy strategies. • Collaborate with after-school programs or clubs to extend learning opportunities. • Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA). |
Appendix A: NGSS and Foundations for the Unit | ||
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] (K-PS2-1) | ||
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] (K-PS2-2) | ||
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) | ||
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations • With guidance, plan and conduct an investigation in collaboration with peers. Analyzing and Interpreting Data • Analyze data from tests of an object or tool to determine if it works as intended. (K-PS2-2) Asking Questions and Defining Problems • Ask questions based on observations to find more information about the natural and/or designed world(s). (K-2-ETS1-1) • Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) • Develop a simple model based on evidence to represent a proposed object or tool.
| • Pushes and pulls can have different strengths and directions. (K-PS2-1), (K-PS2-2) • Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1), (K-PS2-2) • When objects touch or collide, they push on one another and can change motion. PS3.C: Relationship Between Energy and Forces • A bigger push or pull makes things speed up or slow down more quickly. (secondary to ETS1.A: Defining Engineering Problems • A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. ETS1.A: Defining and Delimiting Engineering Problems • A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1) • Asking questions, making observations, and gathering information are helpful in thinking • Before beginning to design a solution, it is | • Simple tests can be designed to gather evidence to support or refute student ideas about causes. (K-PS2-1), (K-PS2-2) • The shape and stability of structures of natural and designed objects are related to their function(s). (K-2-ETS1-1) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to the Nature of Science Scientific Investigations Use a Variety of Methods • Scientists use different ways to study the world. (K-PS2-1)
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Unit Title | Unit 3: Effects of the Sun | Timeframe | Instructional Days: 15 | |
Unit Summary | How can we use science to keep a playground cool in the summertime?
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Learning Targets | ||||
Essential Questions | How does sunlight affect the playground? Imagine that we have been asked to design a new playground. How would we keep the sand, soil, rocks, and water found on the playground cool during the summer? | |||
Enduring Understandings | Students will understand:
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Know | By the end of this unit, students will know:
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Do | By the end of this unit, students will be able to:
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Evidence of Learning | ||||
Formative | Students who understand the concepts are able to: • Observe patterns in events generated by cause-and-effect relationships. • Make observations (firsthand or from media) to collect data that can be used to make comparisons. • Make observations to determine the effect of sunlight on Earth’s surface. (Assessment of temperature is limited to relative measures such as warmer/cooler.) • Examples of Earth’s surface could include:
• Observe patterns in events generated by cause-and-effect relationships. • Describe how the shape and stability of structures are related to their function. • Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. • Use tools and materials to design and build a structure (e.g., umbrellas, canopies, tents) that will reduce the warming effect of sunlight on an area. • Develop a simple model based on evidence to represent a proposed object or tool. • Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. • Analyze data from tests of an object or tool to determine if it works as intended. • Analyze data from tests of two objects designed to solve the same problem to compare the strengths | |||
Summative/ Benchmark |
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Alternative Assessments |
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Learning Activities | ||||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP
In this unit of study, students investigate the effects of the sun on the surface of the Earth. Throughout the unit, students make observations in order to describe patterns of change. With adult support, they design and build a structure that will reduce the warming effect of sunlight, and then conduct tests to determine if the structure works as intended. Scientists use different ways to study the world. In this unit’s progression of learning, students work like scientists to investigate the warming effect of sunlight on the surface of the Earth. They will conduct simple investigations in order to make observations and collect data that can be used to make comparisons. Students should test a variety of materials that are found naturally on the surface of the Earth, including sand, soil, rocks, and water. Samples of each of these materials can be placed on two separate paper plates or shallow plastic containers; one container can be placed in direct sunlight, and the other can be placed out of direct sunlight. After a period of time, students should compare the relative temperature of each. Students should record their observations, then analyze and compare the data to determine if there is a pattern. They should draw the conclusion that the sun has the same warming effect on all the materials found on the surface of the Earth. As students come to understand that the sun warms the surface of the Earth, they should engage in the engineering design process as follows:
structures in a sunny area, then compare the relative temperature of the ground under the structure and the ground in direct sunlight.). | ||||
Materials / Equipment / Resources | ||||
Core Instructional Materials and Texts | Mystery Science: Lessons for elementary teachersK-5 Combined Mystery Science Planning Guide | |||
Equipment | See Mystery Science Activity Prep for each Mystery See Get Activity Supplies for Mystery | |||
Supplemental Resources |
Shadow Smile! - Part 6 | Sid the Science Kid: In this song, Miss Susie teaches the class about shadows and the necessary shade they provide for people and animals in the heat! Learn how shadows are a result of an object getting in the way of the path of the sun and that the shadow it casts over the ground provides shade. |
Standards | ||
Content Statement | ||
Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.] (K-PS3-1) Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.] (K-PS3-2) Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS3-1),(K-PS3-2) W.K.7 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K- PS3-1) K.MD.A.2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1) RI.2.1 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS13) W.2.6 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3) W.2.8 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2) SL.2.5 Mathematics Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference (K-PS3-2) K.MD.A.2 Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3) MP.2 Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3) MP.4 Use appropriate tools strategically. (K-2-ETS1-1),(K-2-ETS1-3) MP.5 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3) 2.MD.D.10 |
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
| |
| 8.1.2.A.2. Create a document using a word processing application. | |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. | |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
|
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
illustrations, graphs, charts, data tables, multimedia, modeling).
community helping with a project, journal articles, and biographies).
their understandings.
|
Appendix A: NGSS and Foundations for the Unit | ||
Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.] (K-PS3-1) | ||
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.] (K-PS3-2) | ||
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) | ||
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) | ||
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K-2-ETS1-3) | ||
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations
Constructing Explanations and Designing Solutions Asking Questions and Defining Problems
through the development of a new or improved object or tool. (K-2-ETS1-1) represent a proposed object or tool. Analyzing and Interpreting Data determine if it works as intended. | PS3.B: Conservation of Energy and Energy Transfer (K-PS3-1),(K-PS3-2) ETS1.A: Defining and Delimiting Engineering create can be approached as a problem to be solved through engineering. (K-2-ETS1-1) gathering information are helpful in thinking important to clearly understand the ETS1.B: Developing Possible Solutions drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other ETS1.C: Optimizing the Design Solution one possible solution to a problem, it is | observable patterns. (K-PS3-1),(K-PS3-2) natural and designed objects are related to their function(s). (K-2-ETS1-2) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Investigations Use a Variety of Methods
|
Unit Title | Unit 4: Basic Needs of Living Things | Timeframe | Instructional Days: 20 | ||
Unit Summary | Where do plants and animals live and why so they live there? In this unit of study, students develop an understanding of what plants and animals need to survive and the relationship between their needs and where they live. Students compare and contrast what plants and animals need to survive and the relationship between the needs of living things and where they live. The crosscutting concepts of patterns and systems and system models are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in developing and using models, analyzing and interpreting data, and engaging in argument from evidence. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on K-LS1-1, K-ESS3-1, and K-ESS2-2. | ||||
Learning Targets | |||||
Essential Questions | What do plants need to live and grow? What is the relationship between what plants need and where they live? | ||||
Enduring Understandings | Students will understand:
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Know | By the end of this unit, students will know:
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Do | By the end of this unit, students will be able to:
| ||||
Evidence of Learning | |||||
Formative | Students who understand the concepts are able to:
| ||||
Summative/ Benchmark |
| ||||
Alternative Assessments |
| ||||
Learning Activities | |||||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP *Compare and contrast what plants and animals need to survive *Use evidence to learn about the relationship between the needs of living things and where they live *Use patterns and systems and system models to organize concepts for these core ideas *Develop and use models,analyze and interpret data and engage in arguments from evidence Many students come to class with experience caring for living things such as family pets, houseplants, gardens, and even younger siblings. Teachers can begin IS1 with activities that allow students to share these experiences with one another. By the end of Unit 4, they should be able to relate these anecdotes to a few key principles about living organisms. The DCIs for this unit are developmentally appropriate for kindergarten. Students learn that plants need water and light to live and grow and that animals need food. Animals obtain food from plants or other animals. Students also learn that organisms survive and thrive in places that have the resources they need. Simply knowing these core ideas is not sufficient for meeting the PE; K-LS1-1 requires that students identify patterns in the needs of different organisms. It is not possible to identify a pattern unless students observe and compare multiple observations of living things. The process of integrating multiple observations and looking for patterns constitutes analyzing data in the K–2 grade band. Students can observe living things directly in the classroom, on the schoolyard, and through media. Media (including books, print articles, and digital resources) expose students to a wide variety of organisms. Classroom pets such as birds, rodents, reptiles, fish, or even ant farms allow students to notice consistent patterns over time (i.e., the fish needs to be fed every day or the rodent spends most of its waking time eating). (Note: With pets, teachers must be mindful of district policies and allergies.) Students can observe plants, insects, and other critters on their schoolyard. They can also grow their own seeds in cups or in an outdoor garden space. Once students have identified patterns about what plants need to survive, they can test out their idea by taking several identical plants that have already sprouted and deprive them of water, light, both, or neither. Based on their model of what plants need, which do they predict will survive? Students will plan their own investigation of this question in grade two (2-LS2-1). While all plants and all animals share common features, there are also important differences between types of organisms. Different plants require different amounts of water (such as a fern that requires lots of water versus a cactus that requires very little). Different animals prefer different types of foods. For example, some animals only eat plants while others only eat animals, and others eat both. Students can use their background knowledge and observations from media to match specific animals to the food sources that they eat. Teachers can then ask questions such as, “What will happen if a deer that eats only grass tries to live in a desert where cacti are the main plants?” Students should begin to group plants and animals together based upon their similar environmental needs (water, sunlight) and the availability of their preferred food sources. For example, students might read a story about the grasslands of Africa where a gazelle eats grass and then a lion eats the gazelle. Students should be able to explain [SEP-6] why each animal lives in that particular spot in Africa. Their answers should identify a specific need that is met by that location (either an environmental condition such as, “the grass lives there because it gets the sunlight and water that it needs,” or a food source such as, “the lion lives there because it eats the gazelles there.”). Once students master the relationships of simple groups of organisms like the African grassland, teachers can focus on living things close to their school. What plants grow well in the weather in their city? What animals will eat those plants, and what animals will eat those animals? Students will build on their model of the relationship between the needs of organisms and their environmental conditions in grade three when they explore what happens when the environment changes (3-LS4-4) and in grade five when they examine the specific flow of energy and matter (5-LS2-1). Guiding Questions:
Example Instructional Sequence The unit should begin with observable phenomena. The purpose of presenting phenomena to students is to start them thinking and wondering about what they observe. After students have observed the event, they can work individually, with partners, or in a small group to develop questions about what they saw. The questions will lead them into investigational opportunities throughout the unit that will help them answer their questions. The questions students share about this unit will be used to guide them in identifying patterns of what plants and animals need to survive. For example, a pattern may include the types of food that specific organisms eat or that animals consume food but plants do not. Furthermore, students’ questions and investigations will also guide them in developing models that reflect their understanding of the inter-relationship between an organism and its environment.
students to explain how they decided which pictures represented living things and which represented non-living things.
In this unit’s progression of learning, students first learn that scientists look for patterns and order when making observations about the world and those patterns in the natural world can be observed and used as evidence. Students conduct firsthand and media-based observations of a variety living things and use their observations as evidence to support the concepts.
After determining what plants need to survive, kindergarteners learn that plants are systems, with parts, or structures, that work together, enabling plants to meet their needs in a variety of environments. The vast majority of plants have similar structures, such as roots, stems, and leaves, but the structures may look different depending on the type or variety of plant. Although there are many varieties of plants, their structures function in similar ways, allowing the plants to obtain the water and light they need to survive. In other words, each variety of plant has structures that are well-suited to the environment in which it lives. As students learn about different types of plants and the environments in which they live, they use models, such as diagrams, drawings, physical replicas, or dioramas, to represent the relationships between the needs of plants and the places they live in the natural world. For example, grasses need sunlight, so they often grow in meadows. Cacti, which live in places subject to drought, have thick, wide stems and modified leaves (spines) that keep water within the plant during long periods without rain. After determining what animals need to survive, kindergarteners learn that animals are systems that have parts, or structures, that work together, enabling animals to meet their needs in a variety of environments. Many animals have similar structures, such as mouths or mouthparts, eyes, legs, wings, or fins, but the structures may look different, depending on the type or species of animal. Although there are many types of animals, their structures function in similar ways, allowing them to obtain the water and food they need to survive. In other words, each type of animal has structures that are well-suited to the environment in which they live. As students learn about different types of animals and the environments in which they live, they use models, such as diagrams, drawings, physical replicas, or dioramas, to represent the relationships between the needs of animals and the places they live in the natural world. For example, deer eat buds and leaves; therefore, they usually live in forested areas; pelicans eat fish, therefore they live near the shorelines of oceans or seas. The final portion of the learning progression focuses on the understanding that plants and animals are system with parts, or structures, that work together. Students use what they have learned about plants and animals to make further observations to determine ways in which plants and animals change their environment to meet their needs. For example:
Students need opportunities make observations; then, with adult guidance, they can use their observations as evidence to support a claim about how living things can change its environment to meet its needs. | |||||
Materials / Equipment / Resources | |||||
Core Instructional Materials and Texts | Mystery Science: Lessons for elementary teachersK-5 Combined Mystery Science Planning Guide | ||||
Equipment | See Mystery Science Activity Prep for each Mystery See Get Activity Supplies for Mystery | ||||
Supplemental Resources |
|
Standards | ||
Content Statement | ||
Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] (K-LS1-1) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] (K-ESS3-1) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] (K-ESS2-2) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts After students observe plants and animals in a variety of settings (e.g., ant farms, fish in an aquarium, plants growing, insects in a jar), the teacher asks them to share their thoughts about what the plants and animals need using expressions like, “I think…” and “I agree with….” To help summarize patterns in the needs of plants and animals, teachers can list all of the “needs” the class has discussed on the board using words and pictures/symbols (e.g., sun, water, food). Students, individually or with a partner, draw a picture of a plant on one half of a piece of paper, and an animal on the other half. Then they draw and/or write the needs of the plant and of the animal next to each picture. Students can verbally complete the sentence frame, “Plants are different from animals because _________.” This concept is important because scientists distinguish plants from animals based on what they need: animals need to consume food while plants do not, although plants do need nutrients. Students can represent this idea with a Venn diagram. ELA/Literacy Standards: W.K.2, 8; SL.K.1, 4, 5; L.K.5c Mathematics Kindergarten students use attributes to sort objects (K.MD.3). For example, a large portion of IS1 involves sorting plants and animals based on patterns in their needs. Students can sort organisms based on whether they are a plant or an animal, whether they live on water or land, and whether an animal eats only plants, only animals, or both. With adult support, kindergarteners use simple measurements to describe various attributes of plants and animals. Kindergarteners can use simple, nonstandard units to measure the height of plants or the amount of water given to plants. For example, they might use Unifix cubes to measure height or count the number of scoops of water given to a plant on a daily or weekly basis. Students should work in groups to measure and record their data. They also measurements to describe various attributes of animals. Kindergarteners can use simple, nonstandard units to measure such attributes as height, length, or weight. They can also count numbers of appendages or other body parts. They might use Unifix cubes to measure height or length and wooden blocks to measure weight. Students should work in groups to measure and record their data. With adult guidance and questioning, students can then learn to analyze their data. As students use data to compare the amount of growth that occurs in plants that get varying amounts of water or sunlight, they are given the opportunity to reason abstractly and quantitatively. For example, students can measure and compare the height of a sunflower grown in the shade compared to the height of a sunflower grown in the sun, or they can count and compare the number of leaves on bean plants that receive different amounts of water daily. These investigations will give students evidence to support claims about the needs of plants. Students should also have opportunities to solve one-step addition/subtraction word problems based on their collected data. |
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
| |
| 8.1.2.A.2. Create a document using a word processing application. | |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. | |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
|
Future Learning |
Students will build on their model of the relationship between the needs of organisms and their environmental conditions in grade three when they explore what happens when the environment changes (3-LS4-4) and in grade five when they examine the specific flow of energy and matter (5-LS2-1). |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
|
Appendix A: NGSS and Foundations for the Unit | ||
Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] (K-LS1-1) | ||
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] (K-ESS3-1) | ||
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] (K-ESS2-2) | ||
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations to collect data that can be used to make comparisons. (K-PS3-1) Analyzing and Interpreting Data describe patterns in the natural world in order to answer scientific questions. (K-LS1-1) natural world. (K-ESS3-1) Engaging in Argument from Evidence support a claim. (K-ESS2-2) | LS1.C: Organization for Matter and Energy Flow other animals. Plants need water and light to live and grow. (K-LS1-1) from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1) environment. (K-ESS2-2) |
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence
when making observations about the world. (K-LS1-1) |
Unit Title | Unit 5: Basic Needs of Humans | Timeframe | Instructional Days: 15 | ||
Unit Summary | How do people impact the environment as they gather and use what they need to live and grow? In this unit of study, students develop an understanding of what humans need to survive and the relationship between their needs and where they live. The crosscutting concept of cause and effect is called out as the organizing concept for the disciplinary core ideas. Students demonstrate grade-appropriate proficiency in asking questions and defining problems, and in obtaining, evaluating, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on K-ESS3-3 and K-2 ETS1-1. | ||||
Learning Targets | |||||
Essential Questions | How can humans reduce their impact on the land, water, air, and other living things in the local environment? | ||||
Enduring Understandings | Students will understand:
| ||||
Know | By the end of this unit, students will know:
| ||||
Do | By the end of this unit, students will be able to:
| ||||
Evidence of Learning | |||||
Formative | Students who understand the concepts are able to: • Observe patterns in events generated due to cause-and-effect relationships. • Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. • Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. • Ask questions based on observations to find more information about the natural and/or designed world. • Define a simple problem that can be solved through the development of a new or improved object or tool. • Ask questions, make observations, and gather information about a situation that people want to change in order to define a simple problem that can be solved through the development of a new or improved object or tool. | ||||
Summative/ Benchmark |
| ||||
Alternative Assessments |
| ||||
Learning Activities | |||||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP
In this unit of study, students will develop an understanding of the impact that humans have on the land, water, air, and other living things in the local environment and engage in a portion of the engineering design process in order to communicate solutions that can reduce these impacts. To help students recognize the impact that humans have on the living and nonliving components of the local environment, they need opportunities to observe and think about the things that people do to live comfortably. Over a period of a few days, students can observe their families in their day-to-day lives, paying attention to what they eat, what they throw away, when and how they use water, how they warm or cool their home, what types of appliances and gadgets they use, how they maintain their home and yard, what resources are used to make the clothes they wear, how they travel from place to place, and how they communicate with others. During whole-group discussions, students can share their observations and then discuss the concept of comfortable lifestyle. This list could include: • Plants and animals for food • Trees, rocks, sand, and other materials for building homes and schools • Local reserves of water for drinking, washing clothes, showering, washing dishes, watering lawns, and cooking • Gas and oil for cars and buses • Electricity to power the appliances in their homes • Land for homes, schools, parks, parking lots, and landfills Then the class can discuss how obtaining and using these types of resources affects the local environment. To help with these discussions, teachers can use books, multimedia resources, field trips, or even invite guest speakers to the classroom. As students participate in discussions, they should be encouraged to ask questions, share observations, and describe cause-and-effect relationships between human use of resources and human impact on the environment. As students come to understand that things people do to live comfortably can affect the world around them, they are ready to engage in the engineering design process. The process should include the following steps:
o Recycle plastic, glass, paper, and other materials in order to reduce the amount of trash in landfills; o Plant trees in areas where trees have been cut down for lumber to renew regional habitats for local wildlife; or o Set up rainwater collection systems so that rainwater can be used to maintain landscaping instead of using water from local reserves. 2) Groups of students then develop a simple sketch, drawing, diagram, or physical model to illustrate how the solution reduces the impact of humans on land, water, air and/or other living things in the local environment. 3) Groups need the opportunity to communicate their solutions with the class in oral and/or written form, using their sketches, drawings, diagrams, or models to help explain how the solution reduces the human impact on the environment. While engaging in this process, students should learn that even though humans affect the environment in many ways, people can make choices that reduce their impacts on the land, water, air, and other living things in the environment. | |||||
Materials / Equipment / Resources | |||||
Core Instructional Materials and Texts | Mystery Science: Lessons for elementary teachersK-5 Combined Mystery Science Planning Guide | ||||
Equipment | See Mystery Science Activity Prep for each Mystery See Get Activity Supplies for Mystery | ||||
Supplemental Resources |
|
Standards | ||||
Content Statement | ||||
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] (K-ESS3-3) | ||||
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2 ETS1-1) | ||||
21st Century Skills and Themes | ||||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation | ||
English Language Arts Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3) W.K.2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1) RI.2.1 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1) W.2.6 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1) W.2.8 Mathematics Reason abstractly and quantitatively. (K-2-ETS1-1) MP.2
Use appropriate tools strategically. (K-2-ETS1-1) MP.5 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1) 2.MD.D.10 |
| By the end of 4th grade,
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Technology Standards - 8.1 | ||||
K-2 Grade | ||||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
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| 8.1.2.A.2. Create a document using a word processing application. | |||
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). | ||||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||||
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. | |||
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||||
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. | |||
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||||
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. | |||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||||
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
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F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||||
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Future Learning |
Grade 4 Unit 5: Transfer of Energy Grade 5 Unit 4: Water on Earth
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Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
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Appendix A: NGSS and Foundations for the Unit | ||
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] (K-ESS3-3) | ||
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2 ETS1-1) | ||
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations
Obtaining, Evaluating, and Communicating and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) Asking Questions and Defining Problems more information about the natural and/or designed world(s). (K-2-ETS1-1) through the development of a new or improved object or tool. (K-2-ETS1-1) | ESS3.C: Human Impacts on Earth Systems
ETS1.B: Developing Possible Solutions
drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.(secondary) (K-ESS3-3) ETS1.A: Defining and Delimiting Engineering
create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)
gathering information are helpful in thinking | observable patterns. (K-ESS3-3) natural and designed objects are related to their function(s). (K-2-ETS1-2) |