Lebanon Borough Public School Science Curriculum Grades K-2 · 2019-09-27 · Lebanon Borough Public School Science Curriculum Grades K-2 7 • Science Practices (standard 5.1) embody

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Lebanon Borough Public

School

Science Curriculum

Grades K-2

Approved by the

Lebanon Borough Board of Education

October 6, 2015

Lebanon Borough Public School

Science Curriculum Grades K-2

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Table of Contents

SECTION I

Introduction ...................................................................................................................... 5

Statement of Philosophy ................................................................................................. 11

Program Goals .................................................................................................................. 12

SECTION II

Kindergarten .................................................................................................................... 17

Core Strands Enduring Understandings and Essential Questions

Skills and Key Content

Assessment

Rubrics

Key Criteria for Differentiation

Resources

Instructional Strategies / Best Practices

Enrichment

Common Rubrics .............................................................................................................. 31

Grades 1 & 2 ..................................................................................................................... 35





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Assessment

Rubrics


Resources


Enrichment

Common Rubrics .............................................................................................................. 49

SECTION III

New Jersey Core Curriculum Content Standards ............................................................ 54



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SECTION I



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New Jersey Core Curriculum Content Standards for Science (information provided by the New Jersey

Department of Education)

INTRODUCTION

Science Education in the 21st Century

"Today more than ever before, science holds the key to our survival as a planet and our security and prosperity as a

nation" (Obama, 2008).

Scientific literacy assumes an increasingly important role in the context of globalization. The rapid pace of

technological advances, access to an unprecedented wealth of information, and the pervasive impact of science

and technology on day-to-day living require a depth of understanding that can be enhanced through quality

science education. In the 21st century, science education focuses on the practices of science that lead to a greater

understanding of the growing body of scientific knowledge that is required of citizens in an ever-changing world.

Mission: Scientifically literate students possess the knowledge and understanding of scientific concepts and

processes required for personal decision- making, participation in civic and cultural affairs, and economic

productivity.

Vision: A quality science education fosters a population that:

• Experiences the richness and excitement of knowing about the natural world and understanding how it functions.

• Uses appropriate scientific processes and principles in making personal decisions.

• Engages intelligently in public discourse and debate about matters of scientific and technological concern.

• Applies scientific knowledge and skills to increase economic productivity.



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Intent and Spirit of the Science Standards

"Scientific proficiency encompasses understanding key concepts and their connections to other fundamental

concepts and principles of science; familiarity with the natural and designed world for both its diversity and unity;

and use of scientific knowledge and scientific ways of thinking for individual and social purposes" (American

Association for the Advancement of Science, 1990).

All students engage in science experiences that promote the ability to ask, find, or determine answers to questions

derived from natural curiosity about everyday things and occurrences. The underpinning of the revised standards

lies in the premise that science is experienced as an active process in which inquiry is central to learning and in

which students engage in observation, inference, and experimentation on an ongoing basis, rather than as an

isolated a process. When engaging in inquiry, students describe objects and events, ask questions, construct

explanations, test those explanations against current scientific knowledge, and communicate their ideas to others in

their community and around the world. They actively develop their understanding of science by identifying their

assumptions, using critical and logical thinking, and considering alternative explanations.

Revised Standards

The revision of the science standards was driven by two key questions:

What are the core scientific concepts and principles that all students need to understand in the 21st century?

What should students be able to do in order to demonstrate understanding of the concepts and principles?

In an attempt to address these questions, science taskforce members examined the scientific concepts and

principles common to the National Science Education Standards, Benchmarks and Atlases for Science Literacy,

and the National Assessment of Educational Progress (NAEP) Framework .This resulted in narrowing the breadth

of content from 10 standards to four standards that include 17 clearly-defined key concepts and principles.



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• Science Practices (standard 5.1) embody the idea of "knowledge in use" and include understanding scientific

explanations, generating scientific evidence, reflecting on scientific knowledge, and participating productively

in science. Science practices are integrated into the Cumulative Progress Indicators within each science domain

in recognition that science content and processes are inextricably linked; science is both a body of knowledge

and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.

• Science content is presented in Physical Science (standard 5.2), Life Science (standard 5.3), and Earth

Systems (standard 5.4). The most current research on how science is learned informed the development of

learning progressions for each strand, which increase in depth of understanding as students progress through the

grades.

Laboratory Science in the 21stCentury

Laboratory science is a practice not a place. It is important to emphasize that standards-driven lab science courses

do not include student manipulation or analysis of data created by a teacher as a replacement or substitute for

direct interaction with the natural or designed world.

The revised standards and course descriptions emphasize the importance of students independently creating

scientific arguments and explanations for observations made during investigations. Science education thereby

becomes a sense-making enterprise for students in which they are systematically provided with ongoing

opportunities to:

• Interact directly with the natural and designed world using tools, data-collection techniques, models, and theories

of science.

• Actively participate in scientific investigations and use cognitive and manipulative skills associated with the

formulation of scientific explanations.

• Use evidence, apply logic, and construct arguments for their proposed explanations.



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The 2009 Science Standards implicitly and explicitly point to a more student-centered approach to instructional

design that engages learners in inquiry. Inquiry, as defined in the revised standards, envisions learners who:

• Are engaged by scientifically-oriented questions.

• Prioritize evidence that addresses scientifically-oriented questions.

• Formulate explanations from that evidence to address those scientifically-oriented questions.

• Evaluate their explanations in light of alternative explanations, particularly those reflecting scientific

understanding.

• Communicate and justify their proposed explanations.

Fundamental principles of instructional design assist students in achieving their intended learning goals through lab-

science experiences that:

• Are designed with clear learning outcomes in mind.

• Are sequenced thoughtfully into the flow of classroom science instruction.

• Integrate learning of science content with learning about science practices.

• Incorporate ongoing student reflection and discussion (National Research Council, 2007).



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Students K-12 lab-science experiences should include the following:

• Physical manipulation of authentic substances or systems: This may include such activities as

chemistry experiments, plant and animal observations, and investigations of force and motion.

• Interaction with simulations: In 21st-century laboratory science courses, students can work with computerized

models, or simulations, that represent aspects of natural phenomena that cannot be observed directly because they

are very large, very small, very slow, very fast, or very complex. Students may also model the interaction of

molecules in chemistry or manipulate models of cells, animal or plant systems, wave motion, weather patterns, or

geological formations using simulations.

• Interaction with authentic data: Students may interact with authentic data that are obtained and represented in

a variety of forms. For example, they may study photographs to examine characteristics of the Moon or other

heavenly bodies or analyze emission and absorption spectra in the light from stars. Data may be incorporated in

films, DVDs, computer programs, or other formats.

• Access to large databases: In many fields of science, researchers have arranged for empirical data to be

normalized and aggregated - for example, genome databases, astronomy image collections, databases of climatic

events over long time periods, biological field observations. Some students may be able to access authentic and

timely scientific data using the Internet and can also manipulate and analyze authentic data in new forms of

laboratory experiences (Bell, 2005).

• Remote access to scientific instruments and observations: When available, laboratory experiences enabled

by the Internet can link students to remote instruments, such as the environmental scanning electron

microscope (Thakkar et al., 2000), or allow them to control automated telescopes (Gould, 2004).



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The Introduction provided here was provided by the New Jersey Department of Education as part of the 2009

New Jersey Core Curriculum Standards for Science, and can be found at the following web address:

http://www.state.nj.us/education/cccs/standards/5/intro.pdf




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LEBANON BOROUGH PUBLIC SCHOOL

Statement of Philosophy:

Science creates an awareness and understanding of our natural and designated environment and our place in it.

Curiosity and enthusiasm must be nurtured and encouraged in such a way that a child’s innate interest in the

wonders of natural phenomena is enhanced and his or her reasoning and problem solving skills promoted. Students

should be engaged in explorations through frequent applied learning and inquiry-based programs. Many

experiences should be provided for the child to perform real-life and relevant investigations.

Scientific literacy requires understanding and habits of the mind that enable citizens to: Make sense of how the natural and designed worlds work Think critically and independently Recognize and evaluate alternative explanations of events and to devise a means of making sense of the

differences Deal sensibly with problems that involve evidence, number patterns, logical arguments, and uncertainties Recognize that real-life problems may involve issues that encompass a diversity of values

The collective core of learning in science focuses on scientific literacy, with connections among all the disciplines

of science. In addition, the core study promotes interdisciplinary connections among other subject areas including

mathematics, technology, the fine arts, humanities, and vocational subjects.

The scientific process leads to spontaneous or intuitive insights which are based on critical thinking skills and

problem solving experiences. Learning to work cooperatively to solve problems is of the utmost importance.

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Program Goals

K-2

5.1 All students will understand that science is both a body of knowledge and an evidence-based, model-

building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands

encompass the knowledge and reasoning skills that students must acquire to be proficient in science

Students will: Demonstrate understanding of the interrelationships among fundamental concepts and principles and the

links between them are more useful than discrete facts. Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific

arguments. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Monitor and reflect on one’s own knowledge regarding how ideas change over time. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories Demonstrate how to safely use tools, instruments, and supplies Handle and treat organisms humanely, responsibly, and ethically

5.2 All students will understand that physical science principles, including fundamental ideas about matter,

energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth

systems science.

Students will: Sort and describe objects based on the materials of which they are made and their physical properties

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Identify common objects as solids, liquids, or gases.

Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled, using common materials, such as shortening or candle wax.

Compare, citing evidence, the heating of different colored objects placed in full sunlight. Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects

cannot be seen. Present evidence that represents the relationship between a light source, solid object, and the resulting

shadow. Predict and confirm the brightness of a light, the volumes of sound, or the amount of heat when given the

number of batteries, or the size of batteries. Investigate and model the various ways that inanimate objects can move. Predict an object’s relative speed, path, or how far it will travel using various forces and surfaces Distinguish a force that acts by direct contact with an object from a force that can act without direct contact.

5.3 All students will understand that life science principles are powerful conceptual tools for making sense of

the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance

with rules that govern the physical world, and the order of natural systems can be modeled and predicted

through the use of mathematics.

Students will: Group living and nonliving things according to the characteristics that they share. Describe the requirements for the care of plants and animals related to meeting their energy needs. Compare how different animals obtain food and water. Explain that most plants get water from soil through their roots and gather light through their leaves. Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants

and animals. Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants

and animals that live there, or ways that humans might harm habitats. Record the observable characteristics of plants and animals to determine the similarities and differences

between parents and their offspring.

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Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development.

Describe similarities and differences in observable traits between parents and offspring Describe how similar structures found in different organisms have similar functions and enable those

organisms to survive in different environments

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5.4 All students will understand that Earth operates as a set of complex, dynamic and interconnected systems,

and is a part of the all-encompassing system of the universe.

Students will: Determine a set of general rules describing when the Sun and Moon are visible based on actual sky

observations. Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light. Describe the relationship between the Sun and plant growth. Observe and document daily weather conditions and discuss how the weather influenced your activities for

the day. Observe and discuss evaporation and condensation. Identify and use water conservation practices. Identify and categorize the basic needs of living organisms as they relate to the environment. Identify the natural resources used in the process of making various manufactured products.

SECTION II

Next Generation Science Standards for New Jersey Public Schools, Kindergarten

Grade Kindergarten Standards Arranged by Disciplinary Core Ideas

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Clarification statements were created by the writers of NGSS to supply examples or additional clarification to the performance

expectations and assessment boundary statements.

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or

Disciplinary Core Idea.

K-LS1 From Molecules to Organisms: Structures and Processes

K-LS1 From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

[Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]

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

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from media)

to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1)

----------------------------------------------- Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live

and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)

Crosscutting Concepts

Patterns Patterns in the natural and human

designed world can be observed and used as evidence. (K-LS1-1)



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Scientists look for patterns and order when making observations about the world. (K-LS1-1)

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-bands: 1.LS1.A (K-LS1-1); 2.LS2.A (K-LS1-1); 3.LS2.C (K-LS1-1); 3.LS4.B (K-LS1-1); 5.LS1.C (K-LS1-1); 5.LS2.A (K-LS1-1)

Common Core State Standards Connections: ELA/Literacy – W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express

opinions about them). (K-LS1-1) Mathematics – K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the

attribute, and describe the difference. (K-LS1-1)



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K-ESS2 Earth’s Systems

K-ESS2 Earth’s Systems

Students who demonstrate understanding can: K-ESS2-1. 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-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]



Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from

media) to describe patterns in the natural world in order to answer scientific questions. (K-ESS2-1)

Engaging in Argument from Evidence Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). Construct an argument with evidence to


ESS2.D: Weather and Climate Weather is the combination of sunlight,

wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

ESS2.E: Biogeology Plants and animals can change their

environment. (K-ESS2-2) ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably

can affect the world around them. But they can make choices that reduce their


Patterns Patterns in the natural world can be

observed, used to describe phenomena, and used as evidence. (K-ESS2-1)

Systems and System Models Systems in the natural and designed

world have parts that work together. (K-ESS2-2)



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support a claim. (K-ESS2-2)

-------------------------------------------------- Connections to Nature of Science

Science Knowledge is Based on Empirical Evidence Scientists look for patterns and order

when making observations about the world. (K-ESS2-1)

impacts on the land, water, air, and other living things. (secondary to K-ESS2-2)

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-bands: 2.ESS2.A (K-ESS2-1); 3.ESS2.D (K-ESS2-1); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 5.ESS2.A (K-ESS2-2)

Common Core State Standards Connections: ELA/Literacy – RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2) W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or

the name of the book they are writing about and state an opinion or preference about the topic or book. (K-ESS2-2) W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what

they are writing about and supply some information about the topic. (K-ESS2-2) W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express

opinions about them). (K-ESS2-1) Mathematics – MP.2 Reason abstractly and quantitatively. (K-ESS2-1) MP.4 Model with mathematics. (K-ESS2-1) K.CC.1-3 Know number names and the count sequence. (K-ESS2-1) K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single

object. (K-ESS2-1) K.MD.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count.

(K-ESS2-1)



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K-ESS3 Earth and Human Activity

K-ESS3 Earth and Human Activity

Students who demonstrate understanding can: K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans)

and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]



Asking Questions and Defining Problems Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. Ask questions based on observations to

find more information about the designed world. (K-ESS3-2)

Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, storyboard) that represent concrete events


ESS3.A: Natural Resources Living things need water, air, and resources

from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)

ESS3.B: Natural Hazards Some kinds of severe weather are more likely

than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2)

ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can

affect the world around them. But they can


Cause and Effect Events have causes that

generate observable patterns. (K-ESS3-2),(K-ESS3-3)

Systems and System Models Systems in the natural and

designed world have parts that work together. (K-ESS3-1) ---------------------------------------- Connections to Engineering,

Technology, and Applications of Science



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or design solutions. Use a model to represent relationships in

the natural world. (K-ESS3-1) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. Read grade-appropriate texts and/or use

media to obtain scientific information to describe patterns in the natural world. (K-ESS3-2)

Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3)

make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3)

ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and

gathering information are helpful in thinking about problems. (secondary to K-ESS3-2)

ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches,

drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)

Interdependence of Science, Engineering, and Technology People encounter questions

about the natural world every day. (K-ESS3-2)

Influence of Engineering, Technology, and Science on Society and the Natural World People depend on various

technologies in their lives; human life would be very different without technology. (K-ESS3-2)

Connections to other DCIs in kindergarten: K.ETS1.A (K-ESS3-2),(K-ESS3-3)

Articulation of DCIs across grade-bands: 1.LS1.A (K-ESS3-1); 2.ESS1.C (K-ESS3-2); 2.ETS1.B (K-ESS3-3); 3.ESS3.B (K-ESS3-2); 4.ESS3.A (K-ESS3-3); 4.ESS3.B (K-ESS3-2); 5.LS2.A (K-ESS3-1); 5.ESS2.A (K-ESS3-1); 5.ESS3.C (K-ESS3-3)

Common Core State Standards Connections: ELA/Literacy – RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2) W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what

they are writing about and supply some information about the topic. (K-ESS3-3) SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2) SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1) Mathematics – MP.2 Reason abstractly and quantitatively. (K-ESS3-1) MP.4 Model with mathematics. (K-ESS3-1),(K-ESS3-2) K.CC.1-3 Know number names and the count sequence. (K-ESS3-1),(K-ESS3-2) K.CC.4-5 Count to tell the number of objects. (K-ESS3-1),(K-ESS3-2)



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K.CC.6-7 Compare numbers. (K-ESS3-1),(K-ESS3-2)



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K-PS2 Motion and Stability: Forces and Interactions

K-PS2 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can: K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes

and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]



Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. With guidance, plan and conduct an

investigation in collaboration with peers. (K-PS2-1)


PS2.A: Forces and Motion 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)

PS2.B: Types of Interactions When objects touch or collide, they push

on one another and can change motion. (K-PS2-1)


Cause and Effect Simple tests can be designed to gather

evidence to support or refute student ideas about causes. (K-PS2-1),(K-PS2-2)



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Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or

tool to determine if it works as intended. (K-PS2-2)

-----------------------------------------------------Connections to Nature of Science

Scientific Investigations Use a Variety of Methods Scientists use different ways to study

the world. (K-PS2-1)

PS3.C: Relationship Between Energy and Forces A bigger push or pull makes things

speed up or slow down more quickly (secondary to K-PS2-1)

ETS1.A: Defining Engineering Problems A situation that people want to change

or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to K-PS2-2)

Connections to other DCIs in kindergarten: K.ETS1.A (K-PS2-2); K.ETS1.B (K-PS2-2)

Articulation of DCIs across grade-bands: 2.ETS1.B (K-PS2-2); 3.PS2.A (K-PS2-1),(K-PS2-2); 3.PS2.B (K-PS2-1); 4.PS3.A (K-PS2-1); 4.ETS1.A (K-PS2-2)

Common Core State Standards Connections: ELA/Literacy – RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-PS2-2) W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express

opinions about them). (K-PS2-1) SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2) Mathematics – MP.2 Reason abstractly and quantitatively. (K-PS2-1) K.MD.1-2 Describe and compare measurable attributes. (K-PS2-1)



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K-PS3 Energy

K-PS3 Energy

Students who demonstrate understanding can: K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of

Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]



Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations (firsthand or from

media) to collect data that can be used to make comparisons. (K-PS3-1)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing


PS3.B: Conservation of Energy and Energy Transfer Sunlight warms Earth’s surface. (K-PS3-

1),(K-PS3-2)


Cause and Effect Events have causes that generate

observable patterns. (K-PS3-1),(K-PS3-2)



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evidence-based accounts of natural phenomena and designing solutions. Use tools and materials provided to

design and build a device that solves a specific problem or a solution to a specific problem. (K-PS3-2)

-------------------------------------------------- Connections to Nature of Science

Scientific Investigations Use a Variety of Methods Scientists use different ways to study

the world. (K-PS3-1)

Connections to other DCIs in kindergarten: K.ETS1.A (K-PS3-2); K.ETS1.B (K-PS3-2)

Articulation of DCIs across grade-bands: 1.PS4.B (K-PS3-1),(K-PS3-2); 2.ETS1.B (K-PS3-2), 3.ESS2.D (K-PS3-1); 4.ETS1.A (K-PS3-2)

Common Core State Standards Connections: ELA/Literacy – W.K.7 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) Mathematics – K.MD.2 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-PS3-2)



28

K–2 Engineering Design

K–2 ETS1 Engineering Design

Students who demonstrate understanding can: K–2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define

a simple problem that can be solved through the development of a new or improved object or tool. K–2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function

as needed to solve a given problem. K–2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and

weaknesses of how each performs.



Asking Questions and Defining Problems Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions. Ask questions based on observations to

find more information about the natural and/or designed world(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)

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e.,


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 about problems. (K–2-ETS1-1)

Before beginning to design a solution, it is important to clearly understand the problem. (K–2-ETS1-1)

ETS1.B: Developing Possible Solutions Designs can be conveyed through

sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (K–2-ETS1-2)


Structure and Function The shape and stability of structures of

natural and designed objects are related to their function(s). (K–2-ETS1-2)



29

diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Develop a simple model based on evidence to represent a proposed object or tool. (K–2-ETS1-2)

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or

tool to determine if it works as intended. (K–2-ETS1-3)

ETS1.C: Optimizing the Design Solution Because there is always more than one

possible solution to a problem, it is useful to compare and test designs. (K–2-ETS1-3)

Connections to other DCIs in this grade-band: Connections to K–2-ETS1.A: Defining and Delimiting Engineering Problems include: Kindergarten: K-PS2-2, K-ESS3-2 Connections to K–2-ETS1.B: Developing Possible Solutions Problems include: Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2 Connections to K–2-ETS1.C: Optimizing the Design Solution include:

Second Grade: 2-ESS2-1

Articulation of DCIs across grade-bands: 3–5.ETS1.A (K–2-ETS1-1),(K–2-ETS1-2),(K–2-ETS1-3); 3–5.ETS1.B (K–2-ETS1-2); 3–5.ETS1.C (K–2-ETS1-1),(K–2-ETS1-2),( K–2-ETS1-3)

Common Core State Standards Connections: ELA/Literacy – RI.2.1 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) W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in

collaboration with peers. (K–2-ETS1-1),(K–2-ETS1-3) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K–2-ETS1-

1),(K–2-ETS1-3)



30

SL.2.5 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)

Mathematics – MP.2 Reason abstractly and quantitatively. (K–2-ETS1-1),(K–2-ETS1-3) MP.4 Model with mathematics. (K–2-ETS1-1),(K–2-ETS1-3) MP.5 Use appropriate tools strategically. (K–2-ETS1-1),(K–2-ETS1-3)

Lebanon Borough Public School Science Curriculum

Grade 3

Science Curriculum Grades 3-5

1


Science Curriculum Grades 3

Includes New Next Generation

Science Standards

Approved by the

Lebanon Borough Board of Education

October 6, 2015


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Table of Contents

SECTION I

Lebanon Borough Board of Education ........................................................................... 5

Introduction ..................................................................................................................... 6

Statement of Philosophy ................................................................................................. 9

Program Goals ................................................................................................................ 10

SECTION II

Grade 3 .............................................................................................................................. 14



Assessment

Rubrics


Resources


Enrichment


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3

Resources


Enrichment

Common Rubrics .............................................................................................................. 44

SECTION III

New Jersey Core Curriculum Content Standards .............................................................. 49


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SECTION I


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5

LEBANON BOROUGH BOARD OF EDUCATION

Jacklyn Carruthers, President

Melissa Toledo, Vice President

Marlene Baldinger

Dr. Christine Burton

Thomas McGrew

This revised curriculum is aligned to the New Jersey Core Curriculum Content Standards for Science that were adopted by the

New Jersey Board of Education in 2009. The document is intended for use by all 3-5 teachers of science employed by the

Lebanon Borough Public School.


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New Jersey Core Curriculum Content Standards for Science (information provided by the New Jersey Department of Education)

INTRODUCTION

Science Education in the 21st Century "Today more than ever before, science holds the key to our survival as a planet and our security and prosperity as a nation" (Obama, 2008). Scientific literacy assumes an increasingly important role in the context of globalization. The rapid pace of technological advances, access to an unprecedented wealth of information, and the pervasive impact of science and technology on day-to-day living require a depth of understanding that can be enhanced through quality science education. In the 21st century, science education focuses on the practices of science that lead to a greater understanding of the growing body of scientific knowledge that is required of citizens in an ever-changing world.

Mission: Scientifically literate students possess the knowledge and understanding of scientific concepts and processes required for personal decision-

making, participation in civic and cultural affairs, and economic productivity.

Vision: A quality science education fosters a population that:

• Experiences the richness and excitement of knowing about the natural world and understanding how it functions.

• Uses appropriate scientific processes and principles in making personal decisions.

• Engages intelligently in public discourse and debate about matters of scientific and technological concern.

• Applies scientific knowledge and skills to increase economic productivity.

Intent and Spirit of the Science Standards "Scientific proficiency encompasses understanding key concepts and their connections to other fundamental concepts and principles of science; familiarity with the natural and designed world for both its diversity and unity; and use of scientific knowledge and scientific ways of thinking for individual and social purposes" (American Association for the Advancement of Science, 1990). All students engage in science experiences that promote the ability to ask, find, or determine answers to questions derived from natural curiosity about everyday things and occurrences. The underpinning of the revised standards lies in the premise that science is experienced as an active process in which inquiry is central to learning and in which students engage in observation, inference, and experimentation on an ongoing basis, rather than as an isolated a process. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others in their community and around the world. They actively develop their understanding of science by identifying their assumptions, using critical and logical thinking, and considering alternative explanations. Revised Standards The revision of the science standards was driven by two key questions:

• What are the core scientific concepts and principles that all students need to understand in the 21st century?


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• What should students be able to do in order to demonstrate understanding of the concepts and principles?

In an attempt to address these questions, science taskforce members examined the scientific concepts and principles common

to the National Science Education Standards, Benchmarks and Atlases for Science Literacy, and the National Assessment of

Educational Progress (NAEP) Framework .This resulted in narrowing the breadth of content from 10 standards to four standards

that include 17 clearly-defined key concepts and principles. • Science Practices (standard 5.1) embody the idea of "knowledge in use" and include understanding scientific explanations, generating scientific

evidence, reflecting on scientific knowledge, and participating productively in science. Science practices are integrated into the Cumulative Progress Indicators within each science domain in recognition that science content and processes are inextricably linked; science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.

• Science content is presented in Physical Science (standard 5.2), Life Science (standard 5.3), and Earth Systems (standard 5.4). The most current

research on how science is learned informed the development of learning progressions for each strand, which increase in depth of understanding as students progress through the grades.

Laboratory Science in the 21stCentury Laboratory science is a practice not a place. It is important to emphasize that standards-driven lab science courses do not include student manipulation or analysis of data created by a teacher as a replacement or substitute for direct interaction with the natural or designed world. The revised standards and course descriptions emphasize the importance of students independently creating scientific arguments and explanations for observations made during investigations. Science education thereby becomes a sense-making enterprise for students in which they are systematically provided with ongoing opportunities to:

• Interact directly with the natural and designed world using tools, data-collection techniques, models, and theories of science.

• Actively participate in scientific investigations and use cognitive and manipulative skills associated with the formulation of scientific explanations.

• Use evidence, apply logic, and construct arguments for their proposed explanations.

The 2009 Science Standards implicitly and explicitly point to a more student-centered approach to instructional design that engages learners in inquiry. Inquiry, as defined in the revised standards, envisions learners who: • Are engaged by scientifically-oriented questions.

• Prioritize evidence that addresses scientifically-oriented questions.

• Formulate explanations from that evidence to address those scientifically-oriented questions.

• Evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.

• Communicate and justify their proposed explanations.

Fundamental principles of instructional design assist students in achieving their intended learning goals through lab-science experiences that:

• Are designed with clear learning outcomes in mind.

• Are sequenced thoughtfully into the flow of classroom science instruction.

• Integrate learning of science content with learning about science practices.

• Incorporate ongoing student reflection and discussion (National Research Council, 2007).


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Students K-12 lab-science experiences should include the following:

• Physical manipulation of authentic substances or systems: This may include such activities as chemistry experiments, plant and animal observations, and investigations of force and motion.

• Interaction with simulations: In 21st-century laboratory science courses, students can work with computerized models, or simulations, that represent

aspects of natural phenomena that cannot be observed directly because they are very large, very small, very slow, very fast, or very complex. Students may also model the interaction of molecules in chemistry or manipulate models of cells, animal or plant systems, wave motion, weather patterns, or geological formations using simulations.

• Interaction with authentic data: Students may interact with authentic data that are obtained and represented in a variety of forms. For example, they

may study photographs to examine characteristics of the Moon or other heavenly bodies or analyze emission and absorption spectra in the light from stars. Data may be incorporated in films, DVDs, computer programs, or other formats.

• Access to large databases: In many fields of science, researchers have arranged for empirical data to be normalized and aggregated - for example,

genome databases, astronomy image collections, databases of climatic events over long time periods, biological field observations. Some students may be able to access authentic and timely scientific data using the Internet and can also manipulate and analyze authentic data in new forms of laboratory experiences (Bell, 2005).

• Remote access to scientific instruments and observations: When available, laboratory experiences enabled by the Internet can link students to

remote instruments, such as the environmental scanning electron microscope (Thakkar et al., 2000), or allow them to control automated telescopes (Gould, 2004).

The Introduction provided here was provided by the New Jersey Department of Education as part of the 2009 New Jersey Core Curriculum Standards for Science, and can be found at the following web address: http://www.state.nj.us/education/cccs/standards/5/intro.pdf



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Statement of Philosophy:

Science creates an awareness and understanding of our natural and designated environment and our place in it. Curiosity and

enthusiasm must be nurtured and encouraged in such a way that a child’s innate interest in the wonders of natural phenomena is

enhanced and his or her reasoning and problem solving skills promoted. Students should be engaged in explorations through frequent

applied learning and inquiry-based programs. Many experiences should be provided for the child to perform real-life and relevant

investigations.

Scientific literacy requires understanding and habits of the mind that enable citizens to:

Make sense of how the natural and designed worlds work

Think critically and independently

Recognize and evaluate alternative explanations of events and to devise a means of making sense of the differences

Deal sensibly with problems that involve evidence, number patterns, logical arguments, and uncertainties

Recognize that real-life problems may involve issues that encompass a diversity of values

The collective core of learning in science focuses on scientific literacy, with connections among all the disciplines of science. In

addition, the core study promotes interdisciplinary connections among other subject areas including mathematics, technology, the fine

arts, humanities, and vocational subjects.

The scientific process leads to spontaneous or intuitive insights which are based on critical thinking skills and problem solving

experiences. Learning to work cooperatively to solve problems is of the utmost importance.


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Program Goals

5.1 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that

continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning

skills that students must acquire to be proficient in science

Students will:

Demonstrate understanding of the interrelationships among fundamental concepts and principles and the links between them

are more useful than discrete facts.

Use outcomes of investigations to build and refine questions, models, and explanations.

Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments.

Design and follow simple plans using systematic observations to explore questions and predictions.

Measure, gather, evaluate, and share evidence using tools and technologies.

Formulate explanations from evidence.

Communicate and justify explanations with reasonable and logical arguments.

Monitor and reflect on one’s own knowledge regarding how ideas change over time.

Revise predictions or explanations on the basis of learning new information.

Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.

Actively participate in discussions about student data, questions, and understandings

Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories

Demonstrate how to safely use tools, instruments, and supplies

Handle and treat organisms humanely, responsibly, and ethically

5.2 All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion,

are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

Students will:

Sort and describe objects based on the materials of which they are made and their physical properties

Identify common objects as solids, liquids, or gases.

Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled,

using common materials, such as shortening or candle wax.

Compare, citing evidence, the heating of different colored objects placed in full sunlight.


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Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen.

Present evidence that represents the relationship between a light source, solid object, and the resulting shadow.

Predict and confirm the brightness of a light, the volumes of sound, or the amount of heat when given the number of batteries,

or the size of batteries.

Investigate and model the various ways that inanimate objects can move.

Predict an object’s relative speed, path, or how far it will travel using various forces and surfaces

Distinguish a force that acts by direct contact with an object from a force that can act without direct contact.

5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity,

diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical

world, and the order of natural systems can be modeled and predicted through the use of mathematics.

Students will:

Group living and nonliving things according to the characteristics that they share.

Describe the requirements for the care of plants and animals related to meeting their energy needs.

Compare how different animals obtain food and water.

Explain that most plants get water from soil through their roots and gather light through their leaves.

Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs.

Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals.

Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live

there, or ways that humans might harm habitats.

Record the observable characteristics of plants and animals to determine the similarities and differences between parents and

their offspring.

Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species,

and distinguish between growth and development.

Describe similarities and differences in observable traits between parents and offspring

Describe how similar structures found in different organisms have similar functions and enable those organisms to survive in

different environments.

5.4 All students will understand that Earth operates as a set of complex, dynamic and interconnected systems, and is a part of the

all-encompassing system of the universe.

Students will:

Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations.


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Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light.

Describe the relationship between the Sun and plant growth.

Observe and document daily weather conditions and discuss how the weather influenced your activities for the day.

Observe and discuss evaporation and condensation.

Identify and use water conservation practices.

Identify and categorize the basic needs of living organisms as they relate to the environment.

Identify the natural resources used in the process of making various manufactured products


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SECTION II


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CORE STRANDS SCIENCE PRACTICES – NJCCCS STRAND 5.1 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.

The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science

5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation

tools to assist in categorizing, representing, and interpreting the natural and designed world.

5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational

tools that need to be applied when constructing and evaluating claims.

5.1.C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. 5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices

that are governed by a core set of values and norms.

PHYSICAL SCIENCE

NJCCCS 2009 STRAND 5.2 All students will understand that physical science

principles, including fundamental ideas about

matter, energy, and motion, are powerful

conceptual tools for making sense of phenomena

in physical, living, and Earth systems science.

LIFE SCIENCE

NJCCCS STRAND 5.3 All students will understand that life science principles are

powerful conceptual tools for making sense of the

complexity, diversity, and interconnectedness of life on

Earth. Order in natural systems arises in accordance with

rules that govern the physical world, and the order of

natural systems can be modeled and predicted through the

use of mathematics.

EARTH SCIENCE

NJCCS STRAND 5.4 All students will understand that Earth operates

as a set of complex, dynamic, and

interconnected systems, and is a part of the all-

encompassing system of the universe..

5.2.A. Properties of Matter: All objects

and substances in the natural world are

composed of matter. Matter has two

fundamental properties: matter takes up

space, and matter has inertia.

5.2.B. Changes in Matter: Substances

can undergo physical or chemical

changes to form new substances. Each

change involves energy.

5.2.C. Forms of Energy: Knowing the

5.3.A. rganization and Development:

Living organisms are composed of cellular units (structures) that carry out functions

required for life. Cellular units are

composed of molecules, which also carry

out biological functions.

5.3.B. Matter and Energy Transformations: Food is required for

energy and building cellular materials. Organisms in an ecosystem have different

5.4.A. Objects in the Universe: Our universe has

been expanding and evolving for 13.7 billion years

under the influence of gravitational and nuclear

forces. As gravity governs its expansion,

organizational patterns, and the movement of

celestial bodies, nuclear forces within stars govern

its evolution through the processes of stellar birth

and death. These same processes governed the

formation of our solar system 4.6 billion years ago.

5.4.B. History of Earth: From the time that Earth

formed from a nebula 4.6 billion years ago, it has


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characteristics of familiar forms of

energy, including potential and kinetic

energy, is useful in coming to the

understanding that, for the most part, the

natural world can be explained and is

predictable.

5.2.D. Energy Transfer and

Conservation: The conservation of

energy can be demonstrated by keeping

track of familiar forms of energy as they

are transferred from one object to

another.

5.2.E. Forces and Motion: It takes

energy to change the motion of objects.

The energy change is understood in

terms of forces.

ways of obtaining food, and some

organisms obtain their food directly from

other organisms.

5.3.C. Interdependence: All animals and

most plants depend on both other organisms

and their environment to meet their basic

needs.

5.3.D. eredity and Reproduction:

Organisms reproduce, develop, and have predictable life cycles. Organisms contain

genetic information that influences their

traits, and they pass this on to their

offspring during reproduction.

5.3.E. Evolution and Diversity: Sometimes, differences between organisms

of the same kind provide advantages for

surviving and reproducing in different

environments. These selective differences

may lead to dramatic changes in

characteristics of organisms in a population

over extremely long periods of time.

been evolving as a result of geologic, biological,

physical, and chemical processes.

5.4.C. Properties of Earth Materials: Earth’s

composition is unique, is related to the origin of our

solar system, and provides us with the raw

resources needed to sustain life.

5.4.D. Tectonics: The theory of plate tectonics

provides a framework for understanding the

dynamic processes within and on Earth.

5.4.E. Energy in Earth Systems: Internal and

external sources of energy drive Earth systems.

5.4.F. Climate and Weather: Earth’s weather and

climate systems are the result of complex

interactions between land, ocean, ice, and

atmosphere.

5.4.G. Biogeochemical Cycles: The

biogeochemical cycles in the Earth systems include

the flow of microscopic and macroscopic resources

from one reservoir in the hydrosphere, geosphere,

atmosphere, or biosphere to another, are driven by

Earth's internal and external sources of energy, and

are impacted by human activity.


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5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-

building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the

knowledge and reasoning skills that students must acquire to be proficient in science.

Learning Goal

NJCCCS & CPI

Enduring Understanding Essential Question

5.1.P.A.1

5.1.4.A.1

5.1.4.A.2 5.1.4.A.3

5.1.P.B.1

5.1.P.B.2

5.1.P.B.3

5.1.4.B.1

5.1.4.B.2

5.1.4.B.3 5.1.4.B.4

5.1.P.C.1

5.1.4.C.1

5.1.4.C.2

5.1.4.C.3

5.1.P.D.1

5.1.4.D.1

5.1.4.D.2

5.1.4.D.3

5.1.4.D.4

Understand Scientific Explanations: Students

understand core concepts and principles of science

and use measurement and observation tools to assist

in categorizing, representing, and interpreting the

natural and designed world. (A)

Generate Scientific Evidence Through Active

Investigations: Students master the conceptual,

mathematical, physical, and computational tools that

need to be applied when constructing and evaluating

claims. (B)

Reflect on Scientific Knowledge: Scientific

knowledge builds on itself over time. (C)

Participate Productively in Science: The growth of

scientific knowledge involves critique and

communication, which are social practices that are

governed by a core set of values and norms. (D)

How do we use tools and observations to understand the

principles of Science? (A)

How do mathematical, physical, computational tools

integrate with the Scientific Process? (B)

How can changes over time expand Scientific knowledge?

(C)

How does sharing ideas, values, and norms help to increase

scientific knowledge. (D)


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Skills Key Content Display curiosity about science objects, materials, activities, and longer-

term investigations in progress. (P.A.1)

Demonstrate understanding of the interrelationships among

fundamental concepts in the physical, life, and Earth systems sciences.

(4.A.1)

Use outcomes of investigations to build and refine questions, models,

and explanations.

(4.A.2)

Use scientific facts, measurements, observations, and patterns in nature

to build and critique scientific arguments. (4.A.3)

Observe, question, predict, and investigate materials, objects, and

phenomena (e.g., using simple tools to crack a nut and look inside)

during indoor and outdoor classroom activities and during any longer-

term investigations. (P.B.1)

Use basic science terms and topic-related science vocabulary. (P.B.2)

Identify and use basic tools and technology to extend exploration in

conjunction with science investigations. (P.B.3)

Design and follow simple plans using systematic observations to

explore questions and predictions. (4.B.1)

Who, what, when, where, why, and how questions form the basis for

young learners’ investigations during sensory explorations,

experimentation, and focused inquiry. (P.A.1)

Fundamental scientific concepts and principles and the

links between them are more useful than discrete facts. (4.A.1)

Connections developed between fundamental concepts are used to

explain, interpret, build, and refine explanations, models, and theories.

(4.A.2)

Outcomes of investigations are used to build and refine questions,

models, and explanations. (4.A.3)

Observations and investigations form young learners’ understandings of

science concepts. (P.B.1)

Experiments and explorations provide opportunities for young learners

to use science vocabulary and scientific terms (P.B.2)

Experiments and explorations give young learners opportunities to use

science tools and technology. (P.B.3)

Building and refining models and explanations requires

generation and evaluation of evidence. (4.B.1)


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Tools and technology are used to gather, analyze, and communicate

results. (4.B.2)

Evidence is used to construct and defend arguments. (4.B.3)

Reasoning is used to support scientific conclusions. (4.B.4)

Communicate with other children and adults to share observations,

pursue questions, and make predictions and/or conclusions. (P.C.1)

Monitor and reflect on one’s own knowledge regarding how ideas

change over time. (4.C.1)

Revise predictions or explanations on the basis of learning new

information. (4.C.2)

Present evidence to interpret and/or predict cause-and-effect outcomes

of investigations. (4.C.3)

Represent observations and work through drawing, recording data, and

“writing.” (P.D.1)

Actively participate in discussions about student data, questions, and

understandings. (4.D.1)

Work collaboratively to pose, refine, and evaluate questions,

investigations, models, and theories. (4.D.2)

Demonstrate how to safely use tools, instruments, and supplies.

(4.D.3)

Tools and technology are used to gather, analyze, and communicate

results. (4.B.2)

Evidence is used to construct and defend arguments. (4.B.3)

Reasoning is used to support scientific conclusions. (4.B.4)

Interacting with peers and adults to share questions and explorations

about the natural world builds young learners’ scientific knowledge.

(P.C.1)

Scientific understanding changes over time as new evidence and

updated arguments emerge. (4.C.1)

Revisions of predictions and explanations occur when new arguments

emerge that account more completely for available evidence. (4.C.2)

Scientific knowledge is a particular kind of knowledge with its own

sources, justifications, and uncertainties. (4.C.3)

Science practices include drawing or “writing” on observation

clipboards, making rubbings, or charting the growth of plants. (P.D.1)

Science has unique norms for participation. These include adopting a

critical stance, demonstrating a willingness to ask questions and seek

help, and developing a sense of trust and skepticism. (4.D.1)

In order to determine which arguments and explanations are most

persuasive, communities of learners work collaboratively to pose,

refine, and evaluate questions, investigations, models, and theories

(e.g., scientific argumentation and representation). (4.D.2)


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Handle and treat organisms humanely, responsibly, and ethically.

(4.D.4)

Instruments of measurement can be used to safely gather accurate

information for making scientific comparisons of objects and events.

(4.D.3)

Organisms are treated humanely, responsibly, and ethically. (4.D.4)


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5.2 Physical Science - Grades 3 All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are

powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

Learning Goal

NJCCCS & CPI


5.2.4.A.1 5.2.4.A.2

5.2.4.A.3

5.2.4.A.4

5.2.4.B.1

5.2.4.C.1

5.2.4.C.2

5.2.4.C.3

5.2.4.C.4

5.2.4.D.1

5.2.4.E.1

5.2.4.E.2

5.2.4.E.3

5.2.4.E.4

The structures of materials determine their properties.

(A: Properties of Matter)

When materials interact within a closed system, the

total mass of the system remains the same.

(B: Changes in Matter)

Energy takes many forms. These forms can be

grouped into types of energy that are associated with

the motion of mass (kinetic energy), and types of

energy associated with the position of mass and with

energy fields (potential energy).

(C: Forms of Energy)

Changes take place because of the transfer of energy.

Energy is transferred to matter through the action of

forces. Different forces are responsible for the

transfer of the different forms of energy.

(D: Energy Transfer and Conservation)

Changes take place because of the transfer of energy.

Energy is transferred to matter through the action of

forces. Different forces are responsible for the

transfer of the different forms of energy.

(E: Forces and Motion)

How do the properties of materials determine their use?

(A)

How does conservation of mass apply to the interaction of materials in a closed system? (B)

How do we know that things have energy? (C)

How can energy be transferred from one material to

another? (D)

What happens to a material when energy is transferred

to it? (D)

How can energy be transferred from one material to

another? (E)

What happens to a material when energy is transferred

to it? (E)


Grade 3


21

Skills Key Content

Identify objects that are composed of a single substance and

those that are composed of more than one substance using

simple tools found in the classroom. (A1)

Plan and carry out an investigation to distinguish among solids,

liquids, and gasses. (A.2)

Determine the weight and volume of common objects using

appropriate tools. (A.3)

Categorize objects based on the ability to absorb or reflect light

and conduct heat or electricity. (A.4)

Predict and explain what happens when a common substance,

such as shortening or candle wax, is heated to melting and then

cooled to a solid. (B.1)

Compare various forms of energy as observed in everyday life

and describe their applications. (C.1)

Compare the flow of heat through metals and nonmetals by

taking and analyzing measurements. (C.2)

Draw and label diagrams showing several ways that energy can

Some objects are composed of a single substance; others are

composed of more than one substance. (A.1)

Each state of matter has unique properties (e.g., gases can be

compressed, while solids and liquids cannot; the shape of a solid is

independent of its container; liquids and gases take the shape of

their containers). (A.2)

Objects and substances have properties, such as weight and volume,

that can be measured using appropriate tools. Unknown substances

can sometimes be identified by their properties. (A.3)

Objects vary in the extent to which they absorb and reflect light and

conduct heat (thermal energy) and electricity. (A.4)

Many substances can be changed from one state to another by

heating or cooling. (B.1)

Heat (thermal energy), electricity, light, and sound are forms of

energy. (C.1)

Heat (thermal energy) results when substances burn, when certain

kinds of materials rub against each other, and when electricity flows

though wires.

Metals are good conductors of heat (thermal energy) and electricity.

Increasing the temperature of any substance requires the addition of

energy. (C.2)

Energy can be transferred from one place to another. Heat energy is


Grade 3


22

be transferred from one place to another. (C.3)

Illustrate and explain what happens when light travels from air

into water. (C.4)

Repair an electric circuit by completing a closed loop that

includes wires, a battery (or batteries), and at least one other

electrical component to produce observable change. (D.1)

Demonstrate through modeling that motion is a change in

position over a period of time. (E.1)

Identify the force that starts something moving or changes its

speed or direction of motion. (E.2)

Investigate and categorize materials based on their interaction

with magnets. (E.3)

Investigate, construct, and generalize rules for the effect that

force of gravity has on balls of different sizes and weights. (E.4)

transferred from warmer things to colder things. (C.3)

Light travels in straight lines. When light travels from one

substance to another (air and water), it changes direction. (C.4)

Electrical circuits require a complete loop through conducting

materials in which an electrical current can pass. (D.1)

Motion can be described as a change in position over a period of

time. (E.1)

There is always a force involved when something starts moving or

changes its speed or direction of motion. A greater force can make

an object move faster and farther. (E.2)

Magnets can repel or attract other magnets, but they attract all

matter made of iron. Magnets can make some things move without

being touched. (E.3)

Earth pulls down on all objects with a force called gravity. Weight

is a measure of how strongly an object is pulled down toward the

ground by gravity. With a few exceptions, objects fall to the ground

no matter where they are on Earth. (E.4)


Grade 3


23

5.3 Life Science Grades 3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity,

and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and

the order of natural systems can be modeled and predicted through the use of mathematics.

Learning Goal

NJCCCS & CPI


5.3.4.A.1 5.3.4.A.2

5.3.4.A.3

5.3.4.B.1

5.3.4.C.1

5.3.4.C.2

5.3.4.D.1

5.3.4.E.1

5.3.4.E.2

Living organisms have a variety of observable

features that enable them to obtain food and

reproduce. (A: Organization and Development)

All organisms transfer matter and convert energy

from one form to another. (B: Matter and Energy

Transfer)

All animals and most plants depend on both other

organisms and their environments for their basic

needs. (C: Interdependence)

Organisms reproduce, develop, have predictable

life cycles, and pass on some traits to their

offspring. (D: Heredity and Reproduction)

Sometimes differences between organisms of the

same kind give advantages in surviving and

reproducing in different environments.

(E: Evolution and Diversity)

What do all living things have in common? (A)

How is matter transformed, and energy

transferred/transformed in living systems? (B)

In what ways do organisms interact within ecosystems? (C)

How do organisms change as they go through their life

cycle? (D)

In what ways are organisms of the same kind different from

each other? How does this help them reproduce and

survive? (E)


Grade 3


24

Skills Key Content

Develop and use evidence-based criteria to determine if an

unfamiliar object is living or nonliving. (A.1)

Compare and contrast structures that have similar functions in

various organisms, and explain how those functions may be

carried out by structures that have different physical appearances.

(A.2)

Describe the interactions of systems involved in carrying out

everyday life activities. (A.3)

Identify sources of energy (food) in a variety of settings (farm,

zoo, ocean, forest). (B.1)

Predict the biotic and abiotic characteristics of an unfamiliar

organism’s habitat. (C.1)

Living organisms:

Interact with and cause changes in their environment.

Exchange materials (such as gases, nutrients, water, and

waste) with the environment.

Reproduce.

Grow and develop in a predictable manner. (A.1)

Essential functions required for the well-being of an organism are

carried out by specialized structures in plants and animals. (A.2)

Essential functions of the human body are carried out by

specialized systems: (A.3)

Digestive

Circulatory

Respiratory

Nervous

Skeletal

Muscular

Reproductive

Almost all energy (food) and matter can be traced to the Sun.

(B.1)

Organisms can only survive in environments in which their needs

are met. Within ecosystems, organisms interact with and are


Grade 3


25

Explain the consequences of rapid ecosystem change (e.g.,

flooding, wind storms, snowfall, volcanic eruptions), and

compare them to consequences of gradual ecosystem change

(e.g., gradual increase or decrease in daily temperatures, change

in yearly rainfall). (C.2)

Compare the physical characteristics of the different stages of the

life cycle of an individual organism, and compare the

characteristics of life stages among species. (D.1)

Model an adaptation to a species that would increase its chances

of survival, should the environment become wetter, dryer,

warmer, or colder over time. (E.1)

Evaluate similar populations in an ecosystem with regard to their

ability to thrive and grow. (E.2)

dependent on their physical and living environment. (C.1)

Some changes in ecosystems occur slowly, while others occur

rapidly. Changes can affect life forms, including humans. (C.2)

Plants and animals have life cycles (they begin life, develop into

adults, reproduce, and eventually die). The characteristics of each

stage of life vary by species. (D.1)

Individuals of the same species may differ in their characteristics,

and sometimes these differences give individuals an advantage in

surviving and reproducing in different environments. (E.1)

In any ecosystem, some populations of organisms thrive and

grow, some decline, and others do not survive at all. (E.2)


Grade 3


26

5.4 Earth System Science Grades 3 The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all-encompassing system of the

Universe.

Learning Goal

NJCCCS & CPI


5.4.4.A.1 5.4.4.A.2

5.4.4.A.3

5.4.4.A.4

5.4.4.B.1

5.4.4.C.1

5.4.4.C.2

5.4.4.E.1

5.4.4.F.1

5.4.4.G.1

5.4.4.G.2

Observable, predictable patterns in the solar system

occur because of gravitational interactions and

energy from the Sun. (A: Objects in the Universe)

From the time that the earth formed from a nebula

4.6 billion years ago, it has been evolving as a

result of geologic, biological, physical and

chemical processes. (B: History of the Earth)

Soil is a product of the interactions of the Earth

Systems.

The Earth System includes a variety of materials in

solid, liquid and gaseous form. (C: Properties of

Earth materials)

Earth materials absorb and reflect the sun's energy

differently. (E: Energy in Earth Systems)

Earth’s components form systems. These systems

continually interact at different rates of time,

affecting the Earth regionally and globally.

(F: Weather and Climate)

The Earth is a system, continuously moving

resources from one part of the system to another. (G:

Biogeochemical Cycles)

To what extent are the properties of objects in our solar

system predictable? (A)

What causes these patterns? (A)

How do geologic events occurring today provide insight

Earth’s past? (B)

How do Earth Systems interact to create soil? (C)

How do we use observable characteristics of Earth

materials to identify different parts of the Earth System?

(C)

Which Earth materials change temperature the most in the

sun and shade? (E)

How do changes in one part of an Earth system affect

other parts of the system? (F)

What is the source of the resources used to meet the basic

needs of living organisms? (G)


Grade 3


27

Skills Key Content

Formulate a general description of the daily motion of the Sun

across the sky based on shadow observations. Explain how

shadows could be used to tell the time of day. (A.1)

Identify patterns of the Moon’s appearance and make predictions

about its future appearance based observational data. (A.2)

Generate a model with explanatory value that explains both why

objects roll down ramps as well as why the Moon orbits Earth.

(A.3)

Analyze and evaluate evidence in the form of data tables and

photographs to categorize and relate solar system objects (e.g.,

planets, dwarf planets, moons, asteroids, and comets). (A.4)

Use data gathered from observations of fossils to argue whether a

given fossil is terrestrial or marine in origin. (B.1)

Create a model to represent how soil is formed. (C.1)

Earth materials in nature include rocks, minerals, soils, water, and

the gases of the atmosphere. Attributes of rocks and minerals

assist in their identification. (C.2)

Develop a general set of rules to predict temperature changes of

Earth materials, such as water, soil, and sand, when placed in the

Sun and in the shade. (E.1)

Objects in the sky have patterns of movement. The Sun and Moon

appear to move across the sky on a daily basis. The shadows of an

object on Earth change over the course of a day, indicating the

changing position of the Sun during the day. (A.1)

The observable shape of the Moon changes from day to day in a

cycle that lasts 29.5 days. (A.2)

Earth is approximately spherical in shape. Objects fall towards the

center of the Earth because of the pull of the force of gravity.

(A.3)

Earth is the third planet from the Sun in our solar system, which

includes seven other planets. (A.4)

Fossils provide evidence about the plants and animals that lived

long ago, including whether they lived on the land or in the sea as

well as ways species changed over time. (B.1)

Rocks can be broken down to make soil. (C.1)

Categorize unknown samples as either rocks or minerals. (C.2)

Land, air, and water absorb the Sun’s energy at different rates.

(E.1)


Grade 3


28

Identify patterns in data collected from basic weather instruments.

(F.1)

Explain how clouds form. (G.1)

Observe daily cloud patterns, types of precipitation, and

temperature, and categorize the clouds by the conditions that form

precipitation. (G.2)

Trace a path a drop of water might follow through the water

cycle. (G.3)

Model how the properties of water can change as water moves

through the water cycle. (G.4)

Weather changes that occur from day to day and across the

seasons can be measured and documented using basic instruments

such as a thermometer, wind vane, anemometer, and rain gauge.

(F.1)

Clouds and fog are made of tiny droplets of water and, at times,

tiny particles of ice. (G.1)

Rain, snow, and other forms of precipitation come from clouds;

not all clouds produce precipitation. (G.2)

Most of Earth’s surface is covered by water. Water circulates

through the crust, oceans, and atmosphere in what is known as the

water cycle. (G.3)

Properties of water depend on where the water is located (oceans,

rivers, lakes, underground sources, and glaciers). (G.4)


Grade 3


29

Assessment: SCIENCE Formative Assessment

(Paige Keeley),

Journals, Venn Diagram,

Quizzes,

Exit Slips

Rubric www.rubistar.com

http://school.discoveryeducation.com/schrockguide/assess.html

http://www.teach-nology.com/web_tools/rubrics/

http://www.rubrics4teachers.com/

www.exemplars.com

www.getworksheets.com

http://www.rubrics4teachers.com/science.php


www.eduplace.com

“Reaching all Learners” page in

T.E. of Houghton Mifflin series

Leveled Readers (HM Series)

Learning Centers for ELL, Special

Needs students.

Resources

Houghton Mifflin Units C & D

National Science Education

Standards

Benchmarks for Science

Literacy

Atlases for Science Literacy National Assessment of

Educational Progress (NAEP)

Framework.

Instructional Strategies / Best practices Research tech lab

Webinar Conferences

www.nasa.gov/audience/foreducators/k-4/index.html

www.Thinkfinity.com

www.ScienceNetLinks.com

Enrichment

Discover Science and Technology,

Ed Simpson

(www.exclusiveeducational.ca) Tech-Xploration, A Technology

Adventure for Teen Girls The Team America Rocketry Challenge

ExploraVision

Intel Science Talent Search Siemans-Westinghouse Competition

NSTA Awards/Competitions Page

https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.rubistar.com


https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fschool.discoveryeducation.com%2fschrockguide%2fassess.html


https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.teach-nology.com%2fweb_tools%2frubrics%2f


https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.rubrics4teachers.com%2f

https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.exemplars.com


https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.getworksheets.com


https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.rubrics4teachers.com%2fscience.php

http://www.eduplace.com/

http://www.nasa.gov/audience/foreducators/k-4/index.html


http://www.thinkfinity.com/

http://www.sciencenetlinks.com/

http://www.exclusiveeducational.ca/

http://www.middlesexcc.edu/techxploration/


http://www.nj.gov/education/aps/cccs/science/rocketry.htm


http://www.exploravision.org/2004/index.htm

http://www.sciserv.org/sts/

http://www.siemens-foundation.org/


http://www.nsta.org/awardscomp


Grade 3


30

(D.2)

Distinguish between inherited and acquired traits/characteristics.

(D.3)

Describe the impact on the survival of species during specific

times in geologic history when environmental conditions

changed. (E.1)

(D.2)

Traits such as eye color in human beings or fruit/flower color in

plants are inherited. (D.3)

Changes in environmental conditions can affect the survival of

individual organisms and entire species. (E.1)


Grade 3


31

Assessment: SCIENCE Formative Assessment

(Paige Keeley),

Journals, Venn Diagram,

Quizzes,

Exit Slips

Rubric www.rubistar.com

http://school.discoveryeducation.com/schrockguide/assess.html

http://www.teach-nology.com/web_tools/rubrics/

http://www.rubrics4teachers.com/

www.exemplars.com

www.getworksheets.com

http://www.rubrics4teachers.com/science.php


www.eduplace.com

“Reaching all Learners” page in

T.E. of Houghton Mifflin series

Leveled Readers (HM Series)

Learning Centers for ELL, Special

Needs students.

Resources

Houghton Mifflin Units C & D

National Science Education

Standards

Benchmarks for Science

Literacy

Atlases for Science Literacy National Assessment of

Educational Progress (NAEP)

Framework.

Instructional Strategies / Best practices Research tech lab

Webinar Conferences

www.nasa.gov/audience/foreducators/k-4/index.html

www.Thinkfinity.com

www.ScienceNetLinks.com

Enrichment

Discover Science and Technology,

Ed Simpson

(www.exclusiveeducational.ca) Tech-Xploration, A Technology

Adventure for Teen Girls The Team America Rocketry Challenge

ExploraVision

Intel Science Talent Search Siemans-Westinghouse Competition

NSTA Awards/Competitions Page







https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.rubrics4teachers.com%2f





https://mailserver1.montclair.k12.nj.us/owa/redir.aspx?C=b14c4f9b33374b1f90e89f6df701167e&URL=http%3a%2f%2fwww.rubrics4teachers.com%2fscience.php

http://www.eduplace.com/



http://www.thinkfinity.com/

http://www.sciencenetlinks.com/

http://www.exclusiveeducational.ca/





http://www.exploravision.org/2004/index.htm

http://www.sciserv.org/sts/



http://www.nsta.org/awardscomp


Grade 3


32

Common Rubrics

Science Rubric Scientific Tools and

Technologies

Scientific Procedures

and Reasoning Strategies

Scientific

Communication/Using Data

Scientific Concepts

and Related Content

Novice

Did not use appropriate

scientific tools or technologies

(e.g., rulers, pH paper, hand

lens, computer, reference

materials, etc.) to gather data

(via measuring and observing).

No evidence of a strategy or

procedure, or used a strategy that

did not bring about successful

completion of task/investigation.

No evidence of scientific

reasoning used.

There were so many errors in the

process of investigation that the

task could not be completed.

No explanation, or the

explanation could not be

understood, or was unrelated

to the task/investigation.

Did not use, or inappropriately

used scientific representations

and notation (e.g. symbols,

diagrams, graphs, tables, etc.).

No conclusion stated, or no

data recorded.

No use, or mostly

inappropriate use, of

scientific terminology.

No mention or inappropriate

references to relevant

scientific concepts,

principles, or theories (big

ideas).

Some evidence of

understanding observable

characteristics and

properties of objects,

organisms, and/or materials

used.

Apprentice

Attempted to use appropriate

tools and technologies (e.g.,

rulers, pH paper, hand lens,

computer, reference materials,

etc.) to gather data (via

measuring and observing) but

some information was

inaccurate or incomplete.

Used a strategy that was

somewhat useful, leading to

partial completion of the

task/investigation.

Some evidence of scientific

reasoning used.

Attempted but could not

completely carry out testing a

question, recording all data and

stating conclusions.

An incomplete explanation or

explanation not clearly

presented (e.g., out of

sequence, missing step).

Attempted to use appropriate

scientific representations and

notations, but were

incomplete (e.g., no labels on

chart).

Conclusions not supported or

were only partly supported by

data.

Used some relevant scientific

terminology.

Minimal reference to relevant

scientific concepts,

principles, or theories (big

ideas).

Evidence of understanding

observable characteristics

and properties of objects,


used.


Grade 3


33

Scientific Tools and

Technologies

Scientific Procedures

and Reasoning Strategies

Scientific

Communication / Using Data

Scientific Concepts

and Related Content

Practitioner

Effectively used some

appropriate tools and

technologies (e.g., rulers, pH

paper, hand lens, computer,

reference materials, etc.) to

gather and analyze data, with

only minor errors.

Used a strategy that led to

completion of the

investigation/task.

Recorded all data.

Used effective scientific

reasoning.

Framed or used testable

questions, conducted

experiment, and supported

results

A clear explanation was

resented.

Effectively used scientific

representations and

notations to organize and

display information.

Appropriately used data to

support conclusions.

Appropriately used scientific

terminology.

Provided evidence of

understanding of relevant

scientific concepts, principles

or theories (big ideas).

Evidence of understanding

observable characteristics and



used.

Expert

Accurately and proficiently

used all appropriate tools and

technologies (e.g., rulers, pH

paper, hand lens, computer,

reference materials, etc.) to

gather and analyze data.

Used a sophisticated strategy and

revised strategy where

appropriate to complete the task.

Employed refined and complex

reasoning and demonstrated

understanding of cause and

effect.

Applied scientific method

accurately: (framed testable

questions, designed experiment,

gathered and recorded data,

analyzed data, and verified

results).

Provided clear, effective

explanation detailing how

the task was carried out. The

reader does not need to infer

how and why decisions were

made.

Precisely and appropriately

used multiple scientific

representations and

notations to organize and

display information.

Interpretation of data

supported conclusions, and

raised new questions or was

applied to new contexts.

Disagreements with data

resolved when appropriate.

Precisely and appropriately

used scientific terminology.

Provided evidence of indepth,

sophisticated understanding

of relevant scientific concepts,

principles or theories (big

ideas).

Revised prior misconceptions

when appropriate.

Observable characteristics and



used went beyond the

task/investigation to make

other connections or extend

thinking.

Exemplars ®


Grade 3


34

47

Scientific Thinking Rubric 1 2 3 4 5

Critical

Thinking

Often requires help in order to critically examine information

Support, if provided, is irrelevant or based on personal opinion, disregarding scientific principles and knowledge

Requires teacher prompting to examine information using scientific principles

Generalized supporting example is somewhat relevant

May use some scientific knowledge

Mostly works independently to examine information using scientific principles and knowledge

1 or 2 somewhat generalized but relevant examples provided to support or refute ideas

Independently examines information using scientific principles and knowledge

Provides 2 or 3 relevant examples to support or refute ideas

Independently examines information using scientific principles and knowledge

Will provide 3 or 4 specific and relevant examples to support or refute ideas

Problem

Solving

Is not able to recognize or understand problem without teacher instruction

Is not able to use scientific process without teacher help

Often requires teacher prompts to recognize and understand problem

Often requires teacher help to begin using scientific process

Generally able to recognize and understand problem

Able to use scientific process to attack problem

Will on occasion get help from peers to use scientific process to seek solutions

Independently recognizes and understands problems

Uses scientific process to seek solutions

Will sometimes develop new questions

Independently recognizes and understands problems

Readily uses scientific process to seek solutions

Will often develop new, original questions

Reflection

upon

Scientific

Ideas and

Principles

Requires teacher help to examine ideas

Disregards the ideas of others

Requires teacher prompts to examine ideas

Has difficulty accepting the ideas of others

Will generally reflect on ideas

There may be some gaps in logic

Will accept other ideas

Will, on most occasions, reflect on ideas

Logic is generally sound

Recognizes value of other ideas

Will consistently reflect on ideas

Logic is sound and provided with sufficient detail

Recognizes value of other ideas

Will often help others to evaluate ideas

Creative

Thinking

Has difficulty seeing paths to possible solutions

Often requires teacher significant help to recognize connections in ideas

Generally will follow established path to possible solutions

On occasion becomes sidetracked, losing path

Requires teacher prompts to recognize connections among ideas

Will generally generate a logical path to a possible solution

May require some help to recognize connections between own ideas and those of others

Generally recognizes 1 or 2 paths for possible solutions

Is capable of connecting own ideas with those of others to find solutions to problems

Consistently sees several paths for possible solutions

Adapts and connects own ideas and those of others to develop unique questions and solutions to problems


School Science Curriculum

Grades 3-5

48

SECTION III


School Science Curriculum

Grades 3-5

49

The 2009 New Jersey Core Curriculum Content Standards for Science can be accessed at the following web

address:

http://www.state.nj.us/education/cccs/standards/5/index.html

In addition, NJDOE provides access to 21st

Century Units and Classroom Application Documents (CADs).

Teachers are encouraged to make use of these resources as they plan for instruction.

http://www.state.nj.us/education/cccs/standards/5/index.html

DIFFERENTIATION

Special Education Special Education Special Education

Modifications & accommodations as listed in the student’s IEP

Assign a peer to help keep student on task

Modified or reduced assignments

Reduce length of assignment for different mode of delivery

Increase one to one time

Working contract between you and student at risk

Prioritize tasks

Think in concrete terms and provide hands on tasks

Position student near helping peer or have quick access to teacher

Anticipate where needs will be 1. Break tests down in smaller increments

NJDOE resources







Prioritize tasks



Anticipate where needs will be

Break tests down in smaller increments

NJDOE resources







Prioritize tasks





NJDOE resources

ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY

21st Century/ Interdisciplinary Themes: Bold all that apply 21st Century Skills: Bold all that apply

Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy

Health Literacy Environmental Literacy

Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Media Literacy Information Literacy Information, Communication & Technology Life & Career Skills

Technology Infusion Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Epson Interactive Whiteboard Applications

Evidence of Student Learning Common benchmark

Evaluation rubrics

Teacher-student conferences

Running records

Students’ published work

Unit tests

Quizzes

Laboratory Investigations

DIFFERENTIATION

Special Education ELL RtI SAIL







Prioritize tasks





NJDOE resources

Strategy groups

Teacher conferences

Graphic organizers

Modification plan

NJDOE resources

Adapt a Strategy-Adjusting strategies for ESL students: http://www.teachersfirst .com/content/esl/adaptstrat.cfm

Tiered Interventions following RtI framework

RtI Intervention Bank

NJDOE resources

Contents should be modified: abstraction, complexity, variety, organization

Process should be modified: higher order thinking skills, open-ended thinking, discovery

Products should be modified: real world problems, audiences, deadlines, evaluation, transformations

Learning environment should be modified: student-centered learning, independence, openness, complexity, groups varied

NJDOE resources

ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY

21st Century/ Interdisciplinary Themes: Bold all that apply 21st Century Skills: Bold all that apply

Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy

Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Media Literacy Information Literacy Information, Communication & Technology Life & Career Skills

Technology Infusion Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Epson Interactive Whiteboard Applications

Evidence of Student Learning Common benchmark

Evaluation rubrics

Teacher-student conferences

Running records

Students’ published work

Unit tests

Quizzes

Laboratory Investigations

http://www.teachersfirst.com/content/esl/adaptstrat.cfm

http://www.teachersfirst.com/content/esl/adaptstrat.cfm

Next Generation Science Standards for Grade Three Standards Arranged by Topic

The writers of NGSS to supply examples or additional clarification to the performance expectations and assessment boundary statements created clarification statements

in red. *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

3 Inheritance and Variation of Traits: Life Cycles and Traits

3 Inheritance and Variation of Traits: Life Cycles and Traits Students who demonstrate understanding can: 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth,

reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]



Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop models to describe phenomena.

(3-LS1-1) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)


LS1.B: Growth and Development of Organisms

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

LS3.A: Inheritance of Traits

Many characteristics of organisms are inherited from their parents. (3-LS3-1)

Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2)

LS3.B: Variation of Traits


Patterns

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

Patterns of change can be used to make predictions. (3-LS1-1)

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2),(3-LS4-2)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)

Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)

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Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (3-LS1-1)

Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)

The environment also affects the traits that an organism develops. (3-LS3-2)

LS4.B: Natural Selection

Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

Connections to other DCIs in third grade: 3.LS4.C (3-LS4-2) Articulation of DCIs across grade-bands: 1.LS3.A (3-LS3-1),(3-LS4-2); 1.LS3.B (3-LS3-1); MS.LS1.B (3-LS1-1), (3-LS3-2); MS.LS2.A (3-LS4-2); MS.LS3.A (3-LS3-1); MS.LS3.B (3-LS3-1),(3-LS4-2); MS.LS4.B (3-LS4-2) Common Core State Standards Connections: ELA/Literacy – RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS3-

1),(3-LS3-2),(3-LS4-2) RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS3-1),(3-LS3-2),(3-LS4-2) RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text,

using language that pertains to time, sequence, and cause/effect. (3-LS3-1),(3-LS3-2),(3-LS4-2)

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)

W.3.2.a–d Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS3-1),(3-LS3-2),(3-LS4-2) SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly

at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information,

follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA (3-LS3-1),(3-LS3-2),(3-LS4-2)

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (3-LS1-1)

Mathematics – MP.2 Reason abstractly and quantitatively. (3-LS3-1),(3-LS3-2),(3-LS4-2)

MP.4 Model with mathematics. (3-LS1-1),(3-LS3-1),(3-LS3-2),(3-LS4-2) 3.NBT.1-3 Use place value understanding and properties of operations to perform multi-digit arithmetic. (3-LS1-1) 3.NF.1-3 Develop understanding of fractions as numbers. (3-LS1-1) 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many

more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-2) 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a

line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS3-1),(3-LS3-2)

3 Interdependent Relationships in Ecosystems 3 Interdependent Relationships in Ecosystems Students who demonstrate understanding can: 3-LS2-1. Construct an argument that some animals form groups that help members survive. 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long

ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012]


Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed worlds. Construct an argument with

evidence, data, and/or a model. (3-LS2-1)

Construct an argument with evidence. (3-LS4-3)


LS2.C: Ecosystem Dynamics, Functioning, and Resilience When the environment changes in ways that

affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)

LS2.D: Social Interactions and Group Behavior

Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1)

LS4.A: Evidence of Common Ancestry and Diversity Some kinds of plants and animals that once lived

on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3-LS4-1)


Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1),(3-LS4-3)

Scale, Proportion, and Quantity

Observable phenomena exist from very short to very long time periods. (3-LS4-1)

Systems and System Models A system can be described in terms of

its components and their interactions. (3-LS4-4)

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Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific

concepts and research findings is important in engineering. (3-LS4-3)

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4)

LS4.C: Adaptation For any particular environment, some kinds of

organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)

LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and

change in those habitats affects the organisms living there. (3-LS4-4)

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Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (3-LS4-1)

Connections to other DCIs in third grade: 3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4) Articulation of DCIs across grade-bands: K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS1.B (3-LS2-1); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4); 4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS2-1),(3-LS4-1)(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS4.A (3-LS4-1); MS.LS4.B (3-LS4-3); MS.LS4.C (3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4) Common Core State Standards Connections: ELA/Literacy – RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS2-

1),(3-LS4-1),(3-LS4-3),(3-LS4-4) RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-3),(3LS4-4) RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text,

using language that pertains to time, sequence, and cause/effect. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4) W.3.1.a–d Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4) W.3.2.a–d Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-3),(3-LS4-4) W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence

into provided categories. (3-LS4-1) SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly

at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information,

follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA (3-LS4-3),(3-LS4-4)

Mathematics – MP.2 Reason abstractly and quantitatively. (3-LS4-1), (3-LS4-3), (3-LS4-4) MP.4 Model with mathematics. (3-LS2-1),(3-LS4-1), (3-LS4-3), (3-LS4-4) MP.5 Use appropriate tools strategically. (3-LS4-1) 3.NBT.1-3 Use place value understanding and properties of operations to perform multi-digit arithmetic. (3-LS2-1) 3.MD.3 Draw a scaled

picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-3)

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)

3 Weather and Climate 3 Weather and Climate Students who demonstrate understanding can: 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

[Clarification Statement: Examples of data at this grade level could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. *[Clarification Statement:

Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.] The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Practices, Crosscutting Concepts, and Core Ideas (2012]


Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-ESS3-1)

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.


ESS2.D: 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. (3-ESS2-1)

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)


Patterns

Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2-2)

Cause and Effect Cause and effect relationships are

routinely identified, tested, and used to explain change. (3-ESS3-1)

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Influence of Engineering, Technology, and Science on Society and the Natural World

Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). (3-ESS3-1)

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Connections to Nature of Science Science is a Human Endeavor

Science affects everyday life. (3-ESS3-1)

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

Articulation of DCIs across grade-bands: K.ESS2.D (3-ESS2-1); K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS2.A (3-ESS2-1); 4.ESS3.B (3-ESS3-1); 4.ETS1.A (3-ESS3-1); 5.ESS2.A (3-ESS2-1); MS.ESS2.C (3-ESS2-1),(3-ESS2-2); MS.ESS2.D (3-ESS2-1),(3-ESS2-2); MS.ESS3.B (3-ESS3-1) Common Core State Standards Connections: ELA/Literacy –

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-ESS2-2),(3-ESS3-1)

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2) W.3.1.a–d Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1) W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1) W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence

into provided categories. (3-ESS2-2) Mathematics – MP.2 Reason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2),(3-ESS3-1) MP.4 Model with mathematics. (3-ESS2-1),(3-ESS2-2), (3-ESS3-1) MP.5 Use appropriate tools strategically. (3-ESS2-1) 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add,

subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1)

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)

3 Forces and Interactions 3 Forces and Interactions Students who demonstrate understanding can: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an

object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. *[Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets. [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012]


Asking Questions and Defining Problems Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated based

on patterns such as cause and effect relationships. (3-PS2-3)

Define a simple problem that can be solved through the development of a new or improved object or tool. (3-PS2-4)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.


PS2.A: Forces and Motion Each force acts on one particular object

and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1)

The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical


Patterns

Patterns of change can be used to make predictions. (3-PS2-2)


routinely identified. (3-PS2-1) Cause and effect relationships are

routinely identified, tested, and used to explain change. (3-PS2-3)

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Interdependence of Science, Engineering, and Technology

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)

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Connections to Nature of Science Science Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (3-PS2-2)

Scientific Investigations Use a Variety of Methods Science investigations use a variety of

methods, tools, and techniques. (3-PS2-1)

terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)

PS2.B: Types of Interactions

Objects in contact exert forces on each other. (3-PS2-1)

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)

Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process. (3-PS2-4)

Articulation of DCIs across grade-bands: K.PS2.A (3-PS2-1); K.PS2.B (3-PS2-1); K.PS3.C (3-PS2-1); K.ETS1.A (3-PS2-4); 1.ESS1.A (3-PS2-2); 4.PS4.A (3-PS2-2); 4.ETS1.A (3-PS2-4); 5.PS2.B (3-PS2-1); MS.PS2.A (3-PS2-1),(3-PS2-2); MS.PS2.B (3-PS2-3),(3-PS2-4); MS.ESS1.B (3-PS2-1),(3-PS2-2); MS.ESS2.C (3-PS2-1) Common Core State Standards Connections: ELA/Literacy –

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-PS2-1),(3-PS2-3)

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-PS2-3)

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (3-PS2-3)

W.3.7 Conduct short research projects that build knowledge about a topic. (3-PS2-1),(3-PS2-2) W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and

sort evidence into provided categories. (3-PS2-1),(3-PS2-2) SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3-PS2-3) Mathematics – MP.2 Reason abstractly and quantitatively. (3-PS2-1) MP.5 Use appropriate tools strategically. (3-PS2-1) 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add,

subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.. (3-PS2-1)

3–5 Engineering Design 3–5 Engineering Design Students who demonstrate understanding can: 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and

constraints on materials, time, or cost. 3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the

criteria and constraints of the problem. 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects

of a model or prototype that can be improved. The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012]


Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Define a simple design problem that can be

solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3–5-ETS1-1)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–5-ETS1-3)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to


ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3–5-ETS1-1)

ETS1.B: Developing Possible Solutions Research on a problem should be carried

out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3–5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3–5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3–5-ETS1-3)


Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3–5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3–5-ETS1-2)

design problems. Generate and compare multiple solutions to

a problem based on how well they meet the criteria and constraints of the design problem. (3–5-ETS1-2)

ETS1.C: Optimizing the Design Solution Different solutions need to be tested in

order to determine which of them best solves the problem, given the criteria and the constraints. (3–5-ETS1-3)

Connections to 3–5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4

Connections to 3–5-ETS1.B: Designing Solutions to Engineering Problems include: Fourth Grade: 4-ESS3-2

Connections to 3–5-ETS1.C: Optimizing the Design Solution include: Fourth Grade: 4-PS4-3

Common Core State Standards Connections:

ELA/Literacy – RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3–5-ETS1-2) RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to

solve a problem efficiently. (3–5-ETS1-2) RI.5.9.a,b Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3–5-ETS1-2) W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3–5-

ETS1-1),(3–5-ETS1-3) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources. (3–5-ETS1-1),(3–5-ETS1-3) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (3–5-ETS1-1),(3–5-ETS1-3)

Mathematics – MP.2 Reason abstractly and quantitatively. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3) MP.4 Model with mathematics. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3) MP.5 Use appropriate tools strategically. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3) 3.OA.1-4 Represent and solve problems involving multiplication and division. (3–5-ETS1-1),(3–5-ETS1-2) 3.OA.5-6 Understand properties of multiplication and the relationship between multiplication and division. (3–5-ETS1-1),(3–5-ETS1-2) 3.OA.7 Multiply and divide within 100. (3–5-ETS1-1),(3–5-ETS1-2) 3.OA.8-9 Solve problems involving the four operations, and identify and explain patterns in arithmetic. (3–5-ETS1-1),(3–5-ETS1-2)

Lebanon Borough School Grade Four

Standards Arranged by Topic

4 Structure, Function, and Information Processing

4 Structure, Function, and Information Processing

Students who demonstrate understanding can: 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

[Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. **Each structure has specific functions within its associated system.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]


Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model to describe

phenomena. (4-PS4-2) Use a model to test interactions

concerning the functioning of a natural system. (4-LS1-2)

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Construct an argument with evidence,


PS4.B: Electromagnetic Radiation An object can be seen when light

reflected from its surface enters the eyes. (4-PS4-2)

LS1.A: Structure and Function Plants and animals have both internal

and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

LS1.D: Information Processing Different sense receptors are

specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)



routinely identified. (4-PS4-2) Systems and System Models A system can be described in terms of

its components and their interactions. (4-LS1-1), (LS1-2)

2

data, and/or a model. (4-LS1-1)

Common Core State Standards Connections: ELA/Literacy – W.4.1.a–d Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1) SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas

or themes. (4-PS4-2),(4-LS1-2) Mathematics – MP.4 Model with mathematics. (4-PS4-2) 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these

in two-dimensional figures. (4-PS4-2) 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded

along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4-LS1-1)

3

4 Earth’s Systems: Processes that Shape the Earth

4 Earth’s Systems: Processes that Shape the Earth

Students who demonstrate understanding can: 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for

changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]


Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Make observations and/or

measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-


ESS1.C: The History of Planet Earth Local, regional, and global patterns of rock

formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1)

ESS2.A: Earth Materials and Systems 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


Patterns Patterns can be used as evidence to

support an explanation. (4-ESS1-1),(4-ESS2-2)


routinely identified, tested, and used to explain change. (4-ESS2-1),(4-ESS3-2)

-----------------------------------------------

Connections to Engineering, Technology,

4

1) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make

sense of phenomena using logical reasoning. (4-ESS2-2)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Identify the evidence that supports

particular points in an explanation. (4-ESS1-1)

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-ESS3-2)

them around. (4-ESS2-1) ESS2.B: Plate Tectonics and Large-Scale System Interactions The locations of mountain ranges, deep

ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)

ESS2.E: Biogeology Living things affect the physical

characteristics of their regions. (4-ESS2-1) ESS3.B: Natural Hazards 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. (4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in 3.WC.)

ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating

how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)

and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World Engineers improve existing

technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. (4-ESS3-2)

-----------------------------------------------


Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns

in natural systems. (4-ESS1-1)

Common Core State Standards Connections: ELA/Literacy – RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from

the text. (4-ESS3-2) RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations,

or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in

http://www.corestandards.org/ELA-Literacy/RI/4/7/

5

which it appears. (4-ESS2-2) RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-

ESS3-2) W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS1-

1),(4-ESS2-1) W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes,

paraphrase, and categorize information, and provide a list of sources. CA (4-ESS1-1),(4-ESS2-1) W.4.9.a,b Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1) Mathematics – MP.2 Reason abstractly and quantitatively. (4-ESS1-1),(4-ESS2-1),(4-ESS3-2) MP.4 Model with mathematics. (4-ESS1-1),(4-ESS2-1),(4-ESS3-2) MP.5 Use appropriate tools strategically. (4-ESS2-1) 4.MD.A Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min,

sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (4-ESS1-1),(4-ESS2-1)

4.MD. 2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. (4-ESS2-1),(4-ESS2-2)

4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-2)

http://www.corestandards.org/Math/Content/4/MD/A/2

6

4 Energy

4 Energy

Students who demonstrate understanding can: 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

[**Clarification Statement: Examples of evidence relating speed and energy could include change of shape on impact or other results of collisions.] [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]

4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]


Asking Questions and Defining Problems Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated

and predict reasonable outcomes based on patterns such as cause and effect relationships. (4-PS3-3)

Planning and Carrying Out Investigations


PS3.A: Definitions of Energy The faster a given object is moving, the

more energy it possesses. (4-PS3-1) Energy can be moved from place to

place by moving objects or through sound, light, or electric currents. (4-PS3-2),(4-PS3-3)

PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are

moving objects, sound, light, or heat. When objects collide, energy can be



routinely identified and used to explain change. (4-ESS3-1)

Energy and Matter Energy can be transferred in various

ways and between objects. (4-PS3-1), (4-PS3-2),(4-PS3-3),(4-PS3-4)

---------------------------------------------


7

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Make observations to produce data to

serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (4-PS3-2)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Use evidence (e.g., measurements,

observations, patterns) to construct an explanation. (4-PS3-1)

Apply scientific ideas to solve design problems. (4-PS3-4)

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods. Obtain and combine information from

books and other reliable media to explain phenomena. (4-ESS3-1)

transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3)

Light also transfers energy from place to place. (4-PS3-2)

Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)

PS3.C: Relationship Between Energy and Forces When objects collide, the contact forces

transfer energy so as to change the objects’ motions. (4-PS3-3)

PS3.D: Energy in Chemical Processes and Everyday Life The expression “produce energy”

typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4)

ESS3.A: Natural Resources Energy and fuels that humans use are

derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)

ETS1.A: Defining Engineering Problems Possible solutions to a problem are

limited by available materials and resources (constraints). The success of

and Applications of Science Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific

concepts and research findings is important in engineering. (4-ESS3-1)

Influence of Engineering, Technology, and Science on Society and the Natural World Over time, people’s needs and wants

change, as do their demands for new and improved technologies. (4-ESS3-1)

Engineers improve existing technologies or develop new ones. (4-PS3-4)

----------------------------------------------

Connections to Nature of Science Science is a Human Endeavor Most scientists and engineers work in

teams. (4-PS3-4) Science affects everyday life. (4-PS3-4)

8

a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4)


the text. (4-PS3-1) RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and

why, based on specific information in the text. (4-PS3-1) RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-

PS3-1) W.4.2.a–d Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1) W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-PS3-2),(4-

PS3-3),(4-PS3-4),(4-ESS3-1) W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes,

paraphrase, and categorize information, and provide a list of sources. CA (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4),(4-ESS3-1)

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1),(4-ESS3-1) Mathematics – MP.2 Reason abstractly and quantitatively. (4-ESS3-1) MP.4 Model with mathematics. (4-ESS3-1) 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many

as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-1)

4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (4-PS3-4)

9

4 Waves and Information

4 Waves: Waves and Information

Students who demonstrate understanding can:

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]

4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]


Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model using an analogy,

example, or abstract representation to describe a scientific principle. (4-PS4-1)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple

solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-PS4-3)

------------------------------------------------- Connections to Nature of Science


PS4.A: Wave Properties Waves, which are regular patterns of

motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K–2). (4-PS4-1)

Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). (4-PS4-1)

PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted

over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. (4-PS4-3)

ETS1.C: Optimizing The Design


Patterns Similarities and differences in patterns

can be used to sort, classify, and analyze simple rates of change for natural phenomena (4-PS4-1)

Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)

---------------------------------------------------


and Applications of Science Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific

concepts and research findings is important in engineering. (4-PS4-3)

10

Scientific Knowledge is Based on Empirical Evidence Science findings are based on

recognizing patterns. (4-PS4-1)

Solution Different solutions need to be tested in

order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)


the text. (4-PS4-3) RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-

PS4-3) SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas

or themes. (4-PS4-1) Mathematics – MP.4 Model with mathematics. (4-PS4-1) 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these

in two-dimensional figures. (4-PS4-1)

11

3–5 Engineering Design


Students who demonstrate understanding can: 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and

constraints on materials, time, or cost. 3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the

criteria and constraints of the problem. 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify

aspects of a model or prototype that can be improved.


Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Define a simple design problem that can

be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3–5-ETS1-1)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–


ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are

limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3–5-ETS1-1)

ETS1.B: Developing Possible Solutions Research on a problem should be

carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3–5-ETS1-2)


Tests are often designed to identify


Influence of Engineering, Technology, and Science on Society and the Natural World People’s needs and wants change over

time, as do their demands for new and improved technologies. (3–5-ETS1-1)


12

5-ETS1-3) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple

solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3–5-ETS1-2)

failure points or difficulties, which suggest the elements of the design that need to be improved. (3–5-ETS1-3)


order to determine which of them best solves the problem, given the criteria and the constraints. (3–5-ETS1-3)

Connections to 3–5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4

Connections to 3–5-ETS1.B: Designing Solutions to Engineering Problems include: Fourth Grade: 4-ESS3-2

Connections to 3–5-ETS1.C: Optimizing the Design Solution include: Fourth Grade: 4-PS4-3

Common Core State Standards Connections:

ELA/Literacy –

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3–5-ETS-2)

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3–5-ETS-2)

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3–5-ETS-2)

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3–5-ETS1-1),(3–5-ETS1-3)

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (3–5-ETS1-1),(3–5-ETS1-3)

W.5.9.a,b Draw evidence from literary or informational texts to support analysis, reflection, and research. (3–5-ETS1-1),(3–5-ETS1-3)

Mathematics –

13

MP.2 Reason abstractly and quantitatively. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3) MP.4 Model with mathematics. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3) MP.5 Use appropriate tools strategically. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3) 3.OA.1-4 Represent and solve problems involving multiplication and division. (3–5-ETS1-1),(3–5-ETS1-2) 3.OA.5-6 Understand properties of multiplication and the relationship between multiplication and division. (3–5-ETS1-1),(3–5-

ETS1-2) 3.OA.7 Multiply and divide within 100. (3–5-ETS1-1),(3–5-ETS1-2) 3.OA.8-9 Solve problems involving the four operations, and identify and explain patterns in arithmetic. (3–5-ETS1-1),(3–5-ETS1-

2) 4.OA.1-3 Use the four operations with whole numbers to solve problems. (3–5-ETS1-1),(3–5-ETS1-2) 4.OA.4 Gain familiarity with factors and multiples. (3–5-ETS1-1),(3–5-ETS1-2) 4.OA.5 Generate and analyze patterns. (3–5-ETS1-1),(3–5-ETS1-2) 5.OA.1-2.1 Write and interpret numerical expressions. (3–5-ETS1-1),(3–5-ETS1-2) 5.OA.3 Analyze patterns and relationships. (3–5-ETS1-1),(3–5-ETS1-2)

Science Curriculum Guide Grade 5

Lebanon Borough School

Introduction

The Grade 5 Science curriculum is built upon this belief by incorporating the Next Generation

Science Standards within the framework of the Crosscutting Concepts and the Science &

Engineering Practices. This approach provides all students with equitable access to the same

learning goals while allowing teachers the flexibility to adapt to the needs of their learners.

The standards below are overarching. While these standards may not appear specifically in any

unit, they are the collective goals of all units.

By the end of Grade 5, Science students in the Lebanon Borough School:

5-PS1-3 Make observations and measurements to identify materials based on their properties.

5-PS1-1 Develop s model to describe that matter is made of particles too small to be seen.

5-PS1-4

Conduct an investigation to determine whether the mixing of two or more substances results in new

substance.

5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when

heating, cooling, or mixing substances, the total weight of matter is conserved.

5.LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.

5.LS2-2 Develop a model to describe the movement for matter among plants, animals, decomposers, and the

environment.

5.LS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to

maintain body warmth) was once energy from the sun.

5.ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide

evidence about the distribution of water on Earth.

5. ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s

resources and environment.

5.PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.

5.ESS1-1 Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.

5.ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day

and night, and the seasonal appearance of some stars if the night sky.

Next Generation Science Standards Lebanon Borough School

Grade Five Standards Arranged by Topic

5 Matter and Energy in Organisms and Ecosystems

5 Matter and Energy in Organisms and Ecosystems

Students who demonstrate understanding can: 5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain

body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]


Developing and Using Models Modeling in 3–5 builds on K–2

experiences and progresses to building and revising simple models and using models to represent events and design solutions. Use models to describe phenomena. (5-PS3-1)

Develop a model to describe phenomena. (5-LS2-1)

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and


PS3.D: Energy in Chemical Processes and Everyday Life The energy released [from] food was once

energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)

LS1.C: Organization for Matter and Energy Flow in Organisms Food provides animals with the materials

they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)


Systems and System Models A system can be described in terms

of its components and their interactions. (5-LS2-1)

Energy and Matter Matter is transported into, out of,

and within systems. (5-LS1-1) Energy can be transferred in

various ways and between objects. (5-PS3-1)

progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence,

data, or a model. (5-LS1-1)

----------------------------------------------- Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the

mechanisms for natural events. (5-LS2-1)

Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be

traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and

among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

5 Space Systems: Stars and the Solar System

5 Space Systems: Stars and the Solar System

Students who demonstrate understanding can: 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification

Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]

5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [**Clarification Statement: Absolute brightness of stars is the result of a variety of factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]


Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in graphical displays (bar

graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Engaging in Argument from Evidence


PS2.B: Types of Interactions The gravitational force of Earth acting on an

object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

ESS1.A: The Universe and its Stars The sun is a star that appears larger and

brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)

ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of

the moon around Earth, together with the


Patterns Similarities and differences in

patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena. (5-ESS1-2)

Cause and Effect Cause and effect relationships

are routinely identified and used to explain change. (5-PS2-1)

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or

a model. (5-PS2-1),(5-ESS1-1)

rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Scale, Proportion, and Quantity Natural objects exist from the

very small to the immensely large. (5-ESS1-1)

5 Earth’s Systems

Students who demonstrate understanding can: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or

atmosphere interact. [Clarification Statement: **The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each a system and each system is a part of the whole Earth System. Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.


Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model using an example to

describe a scientific principle. (5-ESS2-1)

Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.


ESS2.A: Earth Materials and Systems Earth’s major systems are the

geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

ESS2.C: The Roles of Water in Earth’s Surface Processes


Scale, Proportion, and Quantity Standard units are used to measure and

describe physical quantities such as weight, and volume. (5-ESS2-2)

Systems and System Models A system can be described in terms of

its components and their interactions. (5-ESS2-1),(5-ESS3-1)

----------------------------------------------

Connections to Nature of Science Science Addresses Questions About the Natural and Material World Science findings are limited to questions

that can be answered with empirical evidence. (5-ESS3-1)

Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine information from

books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)

ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry,

and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

5 Structure and Properties of Matter

Students who demonstrate understanding can: 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement:

Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [**Clarification Statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]


Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model to describe

phenomena. (5-PS1-1) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include


PS1.A: Structure and Properties of Matter Matter of any type can be subdivided

into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including: the inflation and shape of a balloon, and the effects of air on larger particles or objects. (5-PS1-1)



routinely identified, tested, and used to explain change. (5-PS1-4)

Scale, Proportion, and Quantity Natural objects exist from the very small

to the immensely large. (5-PS1-1) Standard units are used to measure and

describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2),(5-PS1-3)

------------------------------------------------

investigations that control variables and provide evidence to support explanations or design solutions. Conduct an investigation collaboratively

to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. Measure and graph quantities such as

weight to address scientific and engineering questions and problems. (5-PS1-2)

The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade-band, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

PS1.B: Chemical Reactions When two or more different substances

are mixed, a new substance with different properties may be formed. (5-PS1-4)

No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade-band.) (5-PS1-2)

Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns in

natural systems. (5-PS1-2)



Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Define a simple design problem that can

be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3–5-ETS1-1)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–5-ETS1-3)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in


ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are

limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3–5-ETS1-1)

ETS1.B: Developing Possible Solutions Research on a problem should be

carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3–5-ETS1-2)


Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3–5-ETS1-3)


order to determine which of them best


Influence of Science, Engineering, and Technology on Society and the Natural World People’s needs and wants change over

time, as do their demands for new and improved technologies. (3–5-ETS1-1)


constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple

solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3–5-ETS1-2)

solves the problem, given the criteria and the constraints. (3–5-ETS1-3)

Science

Department of Curriculum & Instruction

Science Curriculum Guide Grade 6

Lebanon Borough School2015/2016

1

Science

Introduction

The Lebanon Borough School believes in celebrating the rich history of community partnerships created through sharing of services with neighboring school systems in Hunterdon County. This ensures a consistent, high quality instruction for all learners. The science curriculum is built upon this belief by incorporating the Grade Level Standards within the components of a balanced science framework. This approach provides all students with equitable access to the same learning goals while allowing teachers the flexibility to adapt to the needs of their learners.

The standards below are overarching. While these standards may not appear specifically in any unit, they are the collective goals of all units.

By the end of Grade 6, Science students in the Lebanon Borough School:

MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to

determine if a chemical reaction has occurred.

MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure

substance when thermal energy is added or removed.

MS-PS3-4

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the

mass, and the change in the average kinetic energy of the particles as measured by the temperature of the

sample.

MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many

different numbers and types of cells.

MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the

function.

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of

groups of cells.

MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter

and flow of energy into and out of organisms.

MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that

support growth and/or release energy as this matter moves through an organism.

MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the

brain for immediate behavior or storage as memories.

MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and

populations of organisms in an ecosystem.

MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an

ecosystem.

MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of

an ecosystem affect populations.

MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the

development of technologies to mitigate their effects.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the

environment.

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capital

consumption of natural resources impact Earth's systems.

Science

The Science & Engineering Practices: Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. (NRC Framework, 2012, p. 30)

SP1. Asking questions (for science) and defining problems (for engineering) SP2. Developing and using models SP3. Planning and carrying out investigations SP4. Analyzing and interpreting data SP5. Using mathematics and computational thinking SP6. Constructing explanations (for science) and designing solutions (for engineering) SP7. Engaging in argument from evidence SP8. Obtaining, evaluating, and communicating information

The Engineering Design Standards

At the high school level students are expected to engage with major global issues at the interface of science, technology, society and the environment, and to bring to bear the kinds of analytical and strategic thinking that prior training and increased maturity make possible. As in prior levels, these capabilities can be thought of in three stages—defining the problem, developing possible solutions, and improving designs.

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Science

Scope and Sequence

Marking Period Areas of Focus

The Scientific Method and Measurement

Matter and Energy

Biological Structure & Function

Ecology

Science

Lebanon Borough School

Grade Six Standards Arranged by Topic

MS Structure, Function, and Information Processing

MS Structure, Function, and Information Processing

Students who demonstrate understanding can: MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of

cells. [Clarification Statement: Emphasis is on developing evidence that living things (**including Bacteria, Archaea, and Eukarya) are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. (**Viruses, while not cells, have features that are both common with, and distinct from, cellular life.]

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.]

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]

MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]


Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.


LS1.A: Structure and Function

All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular)


Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural systems. (MS-LS1-8)


Science

Develop and use a model to describe phenomena. (MS-LS1-2)

Planning and Carrying Out Investigations Planning and carrying out investigations in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. (MS-LS1-1)

Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon. (MS-LS1-3)

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6–8 builds on K–5 experiences and progresses to evaluating the merit and validity of ideas and methods.

Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS1-8)

or many different numbers and types of cells (multicellular). (MS-LS1-1)

Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)

In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)

LS1.D: Information Processing

Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1-8)

Phenomena that can be observed at one scale may not be observable at another scale. (MS-LS1-1)

Systems and System Models

Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. (MS-LS1-3)

Structure and Function

Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS-LS1-2)

------------------------------------------------------ Connections to Engineering, Technology,

and Applications of Science

Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-LS1-1)

------------------------------------------------------

Connections to Nature of Science Science is a Human Endeavor

Science

Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (MS-LS1-3)

MS Growth, Development, and Reproduction of Organisms

MS Growth, Development, and Reproduction of Organisms

Students who demonstrate understanding can: MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and

specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]

Science


Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe

phenomena. (MS-LS3-2) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-LS1-5)

Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an


LS1.B: Growth and Development of Organisms

Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2)

Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)

Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)

Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5)

Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)

LS3.B: Variation of Traits

In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2)


Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural systems. (MS-LS3-2)

Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. (MS-LS1-4),(MS-LS1-5)

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explanation or a model for a phenomenon or a solution to a problem. (MS-LS1-4)

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MS Earth’s Systems

MS Earth’s Systems


MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]



Develop a model to describe unobservable mechanisms. (MS-ESS2-4)


ESS2.C: The Roles of Water in Earth’s Surface Processes Water continually cycles among land, ocean,

and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)

Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)


Energy and Matter

Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS2-4)

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MS Weather and Climate

MS Weather and Climate


MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]

MS-ESS3–5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]


Asking Questions and Defining Problems Asking questions and defining problems in 6–8 builds on K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Ask questions to identify and clarify evidence

of an argument. (MS-ESS3–5)


ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement

of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5)


Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS2-5)

Systems and System Models

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Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe

phenomena. (MS-ESS2-6) Planning and Carrying Out Investigations Planning and carrying out investigations in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. (MS-ESS2-5)

Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2-6)

ESS2.D: Weather and Climate

Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)

Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5)

The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6)

ESS3.D: Global Climate Change Human activities, such as the release of greenhouse

gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3–5)

Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems. (MS-ESS2-6)

Stability and Change

Stability might be disturbed either by sudden events or gradual changes that accumulate over time. (MS-ESS3–5)

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MS Energy

MS Energy

Students who demonstrate understanding can: 6-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification

Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]

6-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]

6-PS3–5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]



Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.

Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. (MS-PS3-4)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to


PS3.A: Definitions of Energy

Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4)

PS3.B: Conservation of Energy and Energy Transfer

When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3–5)



Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS-PS3-4)

Energy and Matter

Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion). (MS-PS3–5)

The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3)

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include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system. (MS-PS3-3)

Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds.

Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. (MS-PS3–5)

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Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations (MS-PS3-4),(MS-PS3–5)

The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4)

Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)

ETS1.A: Defining and Delimiting an Engineering Problem

The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3)

ETS1.B: Developing Possible Solutions

A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)

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MS Human Impacts

MS Human Impacts

Students who demonstrate understanding can: MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification

Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]


Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Apply scientific principles to design an object,

tool, process or system. (MS-ESS3-3)


ESS3.C: Human Impacts on Earth Systems Human activities have significantly altered the

biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3)


Cause and Effect Relationships can be classified as causal or

correlational, and correlation does not necessarily imply causation. (MS-ESS3-3)

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Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and limitations on their

use are driven by people’s needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-ESS3-3)

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MS Engineering Design

MS Engineering Design


MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.


Asking Questions and Defining Problems Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.

Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. (MS-ETS1-1)


Develop a model to generate data to test ideas about designed systems, including


ETS1.A: Defining and Delimiting Engineering Problems

The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)

ETS1.B: Developing Possible Solutions

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4)

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and


Influence of Science, Engineering, and Technology on Society and the Natural World

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ETS1-1)

The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1)

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those representing inputs and outputs. (MS-ETS1-4)

Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Analyze and interpret data to determine similarities and differences in findings. (MS-ETS1-3)

Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2)

constraints of a problem. (MS-ETS1-2), (MS-ETS1-3)

Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3)

Models of all kinds are important for testing solutions. (MS-ETS1-4)

ETS1.C: Optimizing the Design Solution

Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3)

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)

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