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WPCSD Science Curriculum

K-5 Grades

Draft Copy

May 29, 2014

Curriculum Framework Flow K-5 using FOSS 3rd Edition

Kindergarten:

1. PS – Materials in our world *

2. ES – Trees and Weather *

3. LS – Animals two by two *

1st Grade

1. PS – Balance & Motion *

2. ES – Air and Weather *

3. LS – Plants & Animals *

2nd Grade

1. PS - Solids and Liquids *

2. ES - Pebbles, Sand, and Silt *

3. LS – Insects and Plants *

3rd Grade

1. PS – Measuring Matter *

2. ES – Water *

3. LS – Structures of life *

4th Grade

1. PS – Energy & Electromagnetism

2. PS – Motion, Force, and Models

3. ES – Soils, Rocks, and Landforms

4. LS – Environment

5th Grade

1. PS - Mixtures & Solutions

2. ES – Weather on Earth

3. ES – Sun, Moon, and Planets

4. LS – Living Systems

Standards not covered as yet by FOSS 3rd Edition:

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 (it is addressed in Physics of Sound 2nd Ed).

4-ES1-1 Identify evidence from patters of rock formations and fossils in rock layers to support an explanation for changes in a landscape over time (it is addressed in Earth History during middle school)

3-LS2-1 Construct an argument that some animals form groups that help members survive. (not currently addressed with FOSS)

Physical Science – Matter & Its Interactions; Energy - Kindergarten

Engineering Design – K-2nd Grade

Learner Goals:

Physical Science – Matter & Its Interactions; Energy

Engineering Design

1. PS - Matter has structure

a. Wood, paper, fabric, soil, and rock are examples of solid materials.

b. Solid objects are mode of solid materials.

c. Solid Objects have properties that can be described and compared

d. The whole (object) can be broken down into smaller parts.

2. PS - Matter interacts

a. Wood, paper, and fabric can be changed by sanding, coloring, tearing, etc.

b. Common materials can be changed into new materials (papermaking, weaving, etc.).

c. Water can change to ice in a freezer, and ice can change to water in a room.

d. Water and soil mix to form mud.

1. ES - Structure of Earth

a. Rocks, water, and soil are earth materials.

b. Rocks and soils have observable properties with which they can be described and sorted.

c. Land, air, water, and trees are natural resources.

2. ES - Earth Interactions

a. Water can change from solid to liquid when heated and from liquid to solid when cooled.

FOSS Third Edition Module & Resources

Materials in Our World

FOSS Resource Database: Recommended Books and Websites at FOSSWeb (in module)

Science Centered Language Development PDF

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1st Grade Modules:

4. PS – Balance & Motion

5. ES – Air and Weather

6. LS – Plants & Animals

Common Core State Standards Connections:

ELA/Literacy - Kindergarten Standards

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 - Kindergarten Standards

K.MD.A.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)

ELA/Literacy — 2nd Grade Standards

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. (2-PS1-4) (K-2-ETS1-1)

RI.2.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4)

RI.2.8 - Describe how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4)

W.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2-PS1-4)

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)

Students will be able to understand and demonstrate:

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.]

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.

Materials in Our World cont:

Common Core State Standards Connections cont

ELA/Literacy — 2nd cont.

W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-1),(2-PS1-2),(2-PS1-3)

W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1),(2-PS1-2),(2-PS1-3) (K-2-ETS1-1),(K-2-ETS1-3)

Mathematics — 2nd Grade Standards

MP.2 - Reason abstractly and quantitatively. (2-PS1-2) (K-2-ETS1-1),(K-2-ETS1-3)

MP.4 - Model with mathematics. (2-PS1-1),(2-PS1-2) (K-2-ETS1-1),(K-2-ETS1-3)

MP.5 - Use appropriate tools strategically. (2-PS1-2) (K-2-ETS1-1),(K-2-ETS1-3)

2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-1),(2-PS1-2) (K-2-ETS1-1),(K-2-ETS1-3)

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)

Students will be able to understand and demonstrate: cont.

2-PS1-1 - Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

2-PS1-2 - Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

2-PS1-4 - Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

Vocabulary:

Above, Absorbed, Across, Adhesion, Around, Basswood, Bead, Below, Bend, Blotters, Break, Bumpy, Burlap, Cedar, Change, Chipboard, Clean, Cloth, Communicate, Compare, Conserve, Construction paper, Corner, Corrugated cardboard, Corrugated paper, Crease, Denim, Detergent, Different, Dirty, Drop, Drying, Fabric, Facial tissue, Fewer, Fibers, Flat, Flip, Float, Flour, Fold, Freeze, Glue, Grain, Graph, Group, Half, Ice, Kraft paper, Laminate Layer, Least, Less, Liquid, Magnet, Material, Melt, Mold, More, Most, Mud, Natural resource, Newsprint, Nubby, Observe, Over, Paper, Paper towels, Papier-mache, Particleboard, Pebbles, Pine, Pattern, Plywood, Properties, Pulp, Recycled, Reuse, Ripstop nylon, Rock, Rolling, Same, Sanded, Sandpaper, Satin, Sawdust, Scratchy, Shape, Shaving, Shiny, Silt Module, Sink, Size, Slick, Slippery, Smooth, Soak, Soft, Solid, Spread, Stain, Stiff, Strip, Strong, Submerge, Tagboard, Tear, Terry cloth, Test, Texture, Thick, Thin, Thread, Tissue, Tree, Warp, Waterlogged, Waterproof, Waxed paper, Weaving, Wet, Wheat paste, Wood, Woodworking, Woof, Woven

Teacher Notes:

Physical Science – Matter & Its Interactions; Waves - 2nd Grade

Engineering Design – K-2nd Grade

Learner Goals:

Physical Science – Matter & Its Interactions; Waves

Engineering Design

1. Matter has structure

a. Common matter is solid, liquid, and gas.

b. Solid matter has definite shape

c. Liquid matter has definite volume

d. Gas matter has neither definite shape nor volume and expands to fill containers.

e. Intrinsic properties of matter can be used to organize objects (e.g., color, shape).

2. Matter interacts

a. Solids interact with water in various ways: float, sink, dissolve, swell, or change.

b. Liquids interact with water in various ways: layer, mix change color.

c. Substances change state (e.g., melt or freeze) when heated or cooled.


Solids and Liquids



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1st Grade Modules:




3rd Grade

4. PS – Measuring Matter

5. ES – Water

6. LS – Structures of life


ELA/Literacy — 1st Grade Standards

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4-1),(1-PS4-2),(1-PS4-3),(1-PS4-4)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1),(1-PS4-2),(1-PS4-3)

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1),(1-PS4-2),(1-PS4-3)

ELA/Literacy — 2nd Grade Standards

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. (2-PS1-4) (K-2-ETS1-1)

RI.2.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4)

RI.2.8 - Describe how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4) (K-2-ETS1-1)

W.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2-PS1-4)


W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-1),(2-PS1-2),(2-PS1-3)

W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1),(2-PS1-2),(2-PS1-3) (K-2-ETS1-1)

Students will be able to understand:



1-PS4-3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]



2-PS1-3 - Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

2-PS1-4 - Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

Solids & Liquids cont:

Vocabulary:

Bending, Bigger, Bubbly, Building, Change, Color, Cornmeal, Crystal, Curve, Cylinder, Dark, Different, Disappear, Dissolve, Evaporate, Flat, Flexible, Float, Flow, Foamy, Freeze, Funnel, Gas, Grain, Grouping, Hard, Heat, Largest, Layer, Lima beans, Liquid, Material, Matter, Melt, Mix, Mixture, Mung beans, Object, Observe, Paper, Particles, Piles, Pinto beans, Plastic, Pointy, Pour, Powdered, Properties, Rice, Rigid, Rough, Rubber, Scoop, Screen, Separate, Sink, Size, Shape, Smallest, Smooth, Soft, Solid, Sorting, Straight, Texture, Tower, Translucent, Transparent, Viscous, Wood

Common Core State Standards Connections cont

ELA/Literacy — 2nd Grade cont.


Mathematics — 2nd Grade Standards

MP.2 - Reason abstractly and quantitatively. (2-PS1-2)

MP.4 - Model with mathematics. (2-PS1-1),(2-PS1-2)

MP.5 - Use appropriate tools strategically. (2-PS1-2)

2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-1),(2-PS1-2)

Teacher Notes:

Physical Science – Matter & Its Interactions 2nd Grade

Earth Science – Earth’s Place in the Universe; Earth Systems 2nd Grade


Pebbles, Sand and Silt



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1st Grade Modules:




3rd Grade


2. ES – Water


Learner Goals:

Physical Science – Matter

Earth Science – Earth’s Place in the Universe; Earth Systems

1. Structure of Earth

a. Rocks are earth materials composed of minerals; rocks have properties.

b. Rock sizes include clay, silt, sand, gravel, pebbles, cobbles, and boulders.

c. The properties of different earth materials make them suitable for specific uses.

d. Water can be solid, liquid, or gas.

2. Earth interacts

a. Smaller rocks result from weathering. Water carries soils and rocks from one place to another.

b. Water carries soils and rocks from one place to another.

c. Soil is made partly from weathered rock and partly from organic material.

d. Soils vary from place to place. Soils differ in their ability to support plans.


ELA/Literacy —2nd Grade Standards

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. (2-ESS1-1)

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-ESS1-1) (2-ESS2-1)

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1)

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. (2-ESS1-1) (2-ESS2-3)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-ESS1-1) (2-PS1-1),(2-PS1-2),(2-PS1-3)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-ESS1-1) (2-PS1-1),(2-PS1-2),(2-PS1-3) (2-ESS2-3)

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2-ESS1-1)

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. (2-ESS2-2)




2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]

Pebbles, Sand and Silt cont.

Students who demonstrate understanding can cont.

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]

2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]

2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Common Core State Standards Connections cont.

Mathematics — 2nd Grade

MP.2 - Reason abstractly and quantitatively. (2-PS1-2) (2-ESS1-1) (2-ESS2-1),(2-ESS2-2)

MP.4 - Model with mathematics. (2-PS1-1),(2-PS1-2) (2-ESS1-1) (2-ESS2-1),(2-ESS2-2)

MP.5 - Use appropriate tools strategically. (2-PS1-2) (2-ESS2-1)

2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. (2-ESS2-1)

2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-1),(2-PS1-2)

2.NBT.A Understand place value. (2-ESS1-1)

2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2)

Teacher’s Notes:

Vocabulary:

Aggregate, Asphalt, Boulder, Brick, Bubbles, Change, Clay, Cement, Coarse, Cobble, Colors, Concrete, Decay, Dull, Earth materials, Fine, Flat, Fresh water, Gas, Geologist, Glass, Granit, Gravel, Groups, Harden, Humus, Lake, Layer, Liquid, Matrix, Medium, Minerals, Mixture, Mortar, Natural resources, Ocean Particles, Patterns, Pebble, Pointed, Pond, Portland cement, Potter’s clay, Properties, River, Rocks, Rough, Round, Saltwater oceans, Sand, Sand paper, Scoria, Screen, Sculptures, Separate, Settle, Shake, Shape, Sharp, Shiny, Sidewalk, Silt, Sink, Size, Smooth, Soil, Solid, Sort, Stream, Texture, Tuff, Weathering,

Physical Science – Matter & Its Interactions – 5th Grade

Earth Science – Earth & Human Interactions – 5th Grade

FOSS Third Edition Module or Course

Mixtures and Solutions



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4th Grade Modules:





6-8th Grade Modules:

1. Variables

2. Solar Energy

3. Models & Designs

4. Landforms

5. Levers & Pulleys

6. Food & Nutrition

7. Water Planet

8. Environments

Learner Goals:

Physical Science – Matter & Its Interactions

Earth Science – Earth & Human Activities


a. Solid matter can break into pieces too small to see.

b. Mass is conserved (not created or lost) during changes.

c. Properties can be used to identify substances (e.g., solubility).

d. Relative density can be used to seriate solutions of different concentrations.

2. Matter interacts

a. A mixture is two or more intermingled substances.

b. Dissolving occurs when one substance disappears in a second substance.

c. A Chemical reaction occurs when substances mix and new products result.

d. Melting is an interaction between one substance and heat.


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.]

Common Core State Standards Connections

ELA/Literacy - 5th Grade

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)

5-PS1 Matter and Its Interactions




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.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Developing and Using Models Modeling in 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-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 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) Disciplinary Core Ideas 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)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 level, 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 level.) (5-PS1-2) Crosscutting Concepts Cause and Effect Cause and effect relationships are routinely identified 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)- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes consistent patterns in natural systems. (5-PS1-2)

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3); 2.PS1.B (5-PS1-2),(5-PS1-4); MS.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3),(5-PS1-4); MS.PS1.B (5-PS1-2),(5-PS1-4)


ELA/Literacy -

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. (5-PS1-1)

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2),(5-PS1-3),(5-PS1-4)

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. (5-PS1-2),(5-PS1-3),(5-PS1-4)

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-PS1-4)

Mathematics -

MP.2 Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3)

MP.4 Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3)

MP.5 Use appropriate tools strategically. (5-PS1-2),(5-PS1-3)

5.NBT.A.1 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-PS1-1)

5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)

5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2)

5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)

5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)

















ELA/Literacy -





Mathematics -









..

Mixtures & Solutions cont.


ELA/Literacy - 5th Grade cont.

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. (5-PS1-1) (5-ESS3-1)

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)


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. (5-PS1-2),(5-PS1-3),(5-PS1-4) (5-ESS3-1)

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-PS1-4) (5-ESS3-1)

Mathematics - 5th Grade

MP.2 Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3) (5-ESS3-1)

MP.4 Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3) (5-ESS3-1)







Students who demonstrate understanding can cont.



5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Vocabulary:

Teacher’s Notes:

Physical Science – Matter & Its Interactions – 3rd Grade

Engineering Design – 3-5th Grade


Measuring Matter



~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2nd Grade

1. PS - Solids and Liquids

2. ES - Pebbles, Sand, and Silt

3. LS – Insects and Plants

4th Grade





Learner Goals:

Physical Science – Matter & Its Interactions

Engineering Design


a. Properties of matter (Solid, liquid, gas) can be described using measurement (length, mass, volume, temperature.

b. Measurement can be used to confirm that the whole is equal to its parts.

2. Matter interacts

a. Solids melt into liquids when heated; liquids freeze into solids when cooled.

b. Liquids evaporate into gas when heated; gases condense into liquids when cooled.

c. Different substances change state at different temperatures.

d. A mixture is two or more intermingled substances.

e. Mass is conserved when objects or materials are mixed.


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.





Mathematics - 3-5th Engineering

3-5.OA Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2) ELA/Literacy - 5th Grade

ELA/Language – 5th Grade

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2),(5-PS1-3),(5-PS1-4) (3-5-ETS1-1)




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Measuring Matter cont.

Vocabulary:

Baking soda, Balance, Balance base, Balance beam, Base, Beakers, Beam, Bulb, Calcium Carbonate (Chalk powder), Capacities, Carbon dioxide, Centimeter (cm), Chalk, Change, Chemical reactions, Circumference, Cloudy, Cold, Condensation, Data, Degree Celsius (°C), Cooling, Dissolve, Distance, Earth Materials, Evaporation, Evidence, Float, Freezing, Fulcrum, Gas, Graduated cylinder, Gram (g), Hot, Kilogram (kg), Kilometer (km), Length, Liter (L), Liquid, Magnet, Mass, Matter, Measure, Measurement, Melting, Meter (m), Metric System, Milliliter (mL), Millimeter (mm), Mixture, Observation, Opinion, Phase Changes, Pointer, Properties, Ruler, Salt, Screen, Separate, Shape, Sink, Solid Solution, Solution, Span, Standard, States, Suspend, Syringe, Temperature, Thermometer, Transparent, Unit, Vinegar, Volume, Water vapor, Width,


ELA/Language – 5th Grade cont.

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. (5-PS1-2),(5-PS1-3),(5-PS1-4) (3-5-ETS1-1)

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-PS1-4) (3-5-ETS1-1)

Mathematics - 5th Grade

MP.2 Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3) (3-5-ETS1-1)

MP.4 Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3) (3-5-ETS1-1

MP.5 Use appropriate tools strategically. (5-PS1-2),(5-PS1-3) (3-5-ETS1-1)


Teacher’s Notes:

Physical Science – Motion & Stability; Energy – 4th Grade

Engineering Design 3-5th Grade

Learner Goals:

Physical Science - Motion and Stability; Energy

Engineering Design

1. Motion and Stability: Forces and Interactions

a. Any change of motion requires a force. Each force has a strength and a direction.

b. Gravity is a force of attraction between all objects with mass.

c. Patterns of motion can be observed; when there are regular patterns of motion, future patterns can be predicted.

d. An object at rest typically has multiple forces acting on it, but they add to give a zero net force.

2. Energy Transfer and Conservation

a. Objects in motion have energy. The faster an object is moving, the more energy it has.

b. When objects collide, energy can be transferred from one object o to another, thereby changing their motion; a larger force causes a larger change in motion.

c. Kinetic energy is energy of motion; potential energy is energy of position. For identical objects at rest, the objects at higher heights have more potential energy than objects at lower heights.


Motion Force and Models



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3rd Grade


2. ES – Water


5th Grade

5. PS - Mixtures & Solutions

6. ES – Weather on Earth

7. ES – Sun, Moon, and Planets

8. LS – Living Systems


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 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.]

4-PS3-1.Use evidence to construct an explanation relating the speed of an object to the energy of that object. [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-PS3-3.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.]


ELA/Literacy – 3rd Grade Standards

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)

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)

Mathematics - 3rd Grade Standards

MP.2 Reason abstractly and quantitatively. (3-PS2-1)

MP.5 Use appropriate tools strategically. (3-PS2-1)

3.MD.A.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)

build knowledge through investigation of different aspects of a topic. (5-PS1-2),(5-PS1-3),(5-PS1-4)



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Motion Force and Models cont.

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.]

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.


ELA/Literacy - 4th Grade Standards

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-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 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1)

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4)

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1)

ELA/Literacy 5th Grade Standards-

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-PS2-1) (3-5-ETS1-2)

RI.5.1 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 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-PS2-1) (3-5-ETS1-2)

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1)

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 - 5th Grade Standards:

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)

3-5.OA Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2)

Teacher’s Notes:

Physical Science – Motion & Stability; Waves – 1st Grade

Engineering Design – K-2


Balance and Motion



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Kindergarten Modules:

4. PS – Materials in our world

5. ES – Trees and Weather

6. LS – Animals two by two

2nd Grade

4. PS - Solids and Liquids

5. ES - Pebbles, Sand, and Silt

6. LS – Insects and Plants

Learner Goals:

Physical Science - Motion and Stability; Waves

Engineering Design – K-2

1. Motion and Stability: Forces and Interactions

a. Objects can be balanced in many ways: counterweights can balance an object.

b. Pushing or pulling on an object can change the speed or direction of its motion (rolling, rotation, vibration) and can start or stop it.

c. Magnetic force acts at a distance to make objects move by pushing or pulling.

2. Energy Transfer and Conservation

a. A bigger push or pull makes things go faster.

b. Sound comes from vibrating objects.

c. Larger objects vibrate slowly and produce low-pitched sound; smaller objects vibrate quickly and produce high-pitched sounds.


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.]

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.




ELA/Literacy K Standards-

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 - K Standards

MP.2 Reason abstractly and quantitatively. (K-PS2-1)

K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)

K.MD.A.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-PS2-1)

ELA/Literacy — 1st Grade Standards

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4-1),(1-PS4-2),(1-PS4-3),(1-PS4-4)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1),(1-PS4-2),(1-PS4-3)

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1),(1-PS4-2),(1-PS4-3)



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Balance and Motion cont.


ELA/Literacy — K-2nd Grade Standards

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


Mathematics — K-2nd Grade Standards

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)

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3)

ELA/Literacy 3rd Grade Standards-

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 que

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