Monday, September 30, 2013

9/29 WGCO, Hudson, WGHS

STarted the day at the Values meeting at Central Office.  We discussed the Core values of the district and proposed a solution moving forward in the Strategic Planning process.

Afterwords went over to Hudson.


Teachers signed up for times on a google document HERE

I met with 3rd grade to outline what we would want in a field trip. Ideas included:
Hudson and one Avery Morning 
BREAK
3 Avery classes


People/Stations we'd like:
Mayor
Parks person
Streets person
Police and Fire
Planning and zoning
Finance - (maybe the assessor)
Courts
City Manager
Public works

Lunch Plan?

Extra station for possibly a tour of police/fire or Journaling/running


I drafted an agenda for Social Studies vertical Team:

and a proposed alignment for 6-8th grade Social Studies


After Hudson I went back over to WGHS to:
  • Print resources and gather folders for Vertical Team
  • Draft 5th grade Science learning goals


Wednesday, September 25, 2013

9/25 WGHS, Science Vertical Team

Met with Assistant Principal WGHS to discuss departmental end of unit or end of year reports

I picked up a flashdrive from Hixson took it to OfficeMax to print files.  Ran out of money on the gift card.

Headed over to WGHS to finish printing the files.

Met with SS teacher regarding Geography and K-8 preparation for high school level geography

Met with High School curriculum writing team to problem solve various issues at WGHS and with curriculum

Met with Science kit coordinator to discuss issues, pending pick up dates and Astronaut food.

Finalized resources for Vertical team

Picked up Snacks and drinks for meeting.

Arranged room for Science vertical team.

Facilitated Science Vertical team.


9/24 Metro Theatre, PDC, Meeting Prep

Started the day meeting with representatives with the Metro Theatre Company. We discussed:

  • What programs they offer
  • What schools they partner with

Met with PDC to discuss:
  • What we dream of for professional learning
  • How do we get to that space to learn and grow
  • How to use Google Communities to spread our message

Prepped for Science vertical team by:


Finalized Social Studies 6-8 meeting by:

  • Printing template examples
  • coping agenda
  • room set up
  • Agenda here:




9/23 Middle School Science, 1/2 day kindergarten

Facilitated Middle School Science meeting:


After school attended 1/2 day Kindergarten conversation. We:

  • Discussed how we use our time
  • Discussed what resources are used
  • Discussed the "permission" to recognize the difference between the full day and half day curriculum.

Friday, September 20, 2013

9/20 Trex, Lab 1500, WGHS

Started the day with a tour of T-Rex.  http://downtowntrex.com/

Brain storming ideas of creating of a collaborative innovation space.

After the tour went over to Lab 1500 http://www.lab1500.com/

Also met to outline plans for spaces.

Headed over to WGHS to:



4th Grade Connections: NGSS and the MO GLEs

Keeping the trend, this is the third of many to highlight the connections between the Missouri Grade Level Expectations and the Next Generation Science Standards.

Kindergarten

1st Grade

2nd Grade

3rd Grade

These are my connections only, should you find an error or find I missed something PLEASE add your thoughts in the comments.

The intention is for this to be a resource for others making the transition to these new expectations.

Resources used:

NGSS Unit: Waves

NGSS Standards:

  • 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.
  • 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.

Corresponding Missouri GLEs

2nd Grade
1.2.A Scope and Sequence – Forms of Energy: Sound
a. Identify air, water, and solids as mediums that sound travels through
b. Describe different ways to change the pitch of a sound (i.e., changes in size, such as length or thickness, and in tightness/tension of the source)
c. Describe how the ear serves as a receiver of sound (i.e., sound vibrates eardrum)
d. Describe how to change the loudness of a sound (i.e., increase or decrease the force causing vibrations)

4th Grade
7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased  test
c. Conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation 
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables 
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

NGSS Unit: Structure, Function and Information Processing

NGSS Standards:

  • 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
  • 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 
  • 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.

Corresponding Missouri GLEs

Kindergarten
3.1.D Scope and Sequence – Plants and Animals
a. Observe and compare the structures and behaviors of different kinds of plants and animals.

1st Grade
3.1.D Scope and Sequence – Characteristics of Plants and Animals
a. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, roots)
b. Identify and compare the physical structures of a variety of animals (e.g., sensory organs, beaks, appendages, body covering) (Do NOT assess terms: sensory organs, appendages)
c. Identify the relationships between the physical structures of plants and the function of those structures (e.g., absorption of water, absorption of light energy, support, reproduction)
d. Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction)

3rd Grade
1.2.A Scope and Sequence – Earth, Sun, and Moon
a. Identify sources of light energy (e.g., Sun, bulbs, flames)
b. Observe light being transferred from the source to the receiver (eye) through space
c. Identify the three things (light source, object, and surface) necessary to produce a shadow

3.1.D Scope and Sequence – Plants
a. Identify the major organs (roots, stems, flowers, leaves) and their functions in vascular plants (e.g., absorption, transport, reproduction) (Do  NOT assess the term vascular

3.2.C Scope and Sequence – Plants
a. Illustrate and trace the path of water and nutrients as they move through the transport system of a plant

4.2.A Scope and Sequence – Food Chains
a. Identify sunlight as the primary source of energy plants use to produce their own food

4th Grade
7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased  test
c. Conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation 
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables 
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

5th Grade
1.2 A Scope and Sequence – Solar System
a. Observe and explain light being transferred from the source to the receiver (eye) through space in straight lines
b. Observe and explain how an object (e.g., moon, mirror, objects in a room) can only be seen when light is reflected from that object to the receiver (eye) 

NGSS Unit: Energy

NGSS Standards:

  • 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. 
  • 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 
  • 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. 
  • 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another
  • 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Corresponding Missouri GLEs

Kindergarten
1.2.A Scope and Sequence – Investigating Sound
a. Identify the sounds and their source of vibrations in everyday life (e.g., alarms, car horns, animals, machines, musical instruments)
b. Compare different sounds (i.e., loudness, pitch, rhythm)
c. Identify the ear as a receiver of vibrations that produce sound

1st Grade
2.1.A Scope and Sequence – Investigating Motion
a. Compare the position of an object relative to another object (e.g., left of or right of)
b. Describe an object’s motion as straight, circular, vibrating (back and forth), zigzag, stopping, starting, or falling
c. Compare the speeds (faster vs. slower) of two moving objects

2nd Grade
1.2.A Scope and Sequence – Forms of Energy: Sound
a. Identify air, water, and solids as mediums that sound travels through
b. Describe different ways to change the pitch of a sound (i.e., changes in size, such as length or thickness, and in tightness/tension of the source)
c. Describe how the ear serves as a receiver of sound (i.e., sound vibrates eardrum)
d. Describe how to change the loudness of a sound (i.e., increase or decrease the force causing vibrations)

8.1.A Scope and Sequence – Forms of Energy: Sound
a. Design and construct a musical instrument using materials (e.g., cardboard, wood, plastic, metal)  and/or existing objects (e.g., toy wheels, gears, boxes, sticks) that can be used to perform a task (Assess Locally)

3rd Grade
1.2.A Scope and Sequence – Earth, Sun, and Moon
a. Identify sources of light energy (e.g., Sun, bulbs, flames)
b. Observe light being transferred from the source to the receiver (eye) through space
c. Identify the three things (light source, object, and surface) necessary to produce a shadow

4th Grade
1.2.F Scope and Sequence – Forms of Energy: Electrical Circuits
a. Identify the evidence of energy transformations (temperature change, light, sound, motion, and magnetic effects) that occur in electrical circuits

2.1.A Scope and Sequence – Laws of Motion
a. Classify different types of motion [straight line, curved, vibrating (back and forth)]
b. Describe an object’s motion in terms of distance and time

2.2.D Scope and Sequence – Laws of Motion
a. Observe that balanced forces do not affect an object’s motion (need to clarify that balanced forces means no change in forces acting on an object)
b. Describe how unbalanced forces acting on an object changes its speed (faster/slower), direction of motion, or both (need to clarify that unbalanced forces means any change in forces acting on an object)
c. Predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object

7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased  test
c. Conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation 
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables 
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

NGSS Unit: Earth's Systems: Processes that Shape the Earth

NGSS Standards:

  • 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. 
  • 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. 
  • 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. 
  • 4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Corresponding Missouri GLEs

Kindergarten
1.1.A Scope and Sequence – Properties of Matter
a. Describe physical properties of objects (i.e., size, shape, color, mass) by using the senses, simple tools (e.g., magnifiers, equal arm balances), and/or nonstandard measures (e.g., bigger/smaller; more/less)
b. Identify materials (e.g., cloth, paper, wood, rock, metal) that make up an object and some of the physical properties of the materials (e.g., color, texture, shiny/dull, odor, sound, taste, flexibility)
c. Sort objects based on observable physical properties (e.g., size, material, color, shape, mass)

2nd Grade
5.1.A Scope and Sequence -  Earth Materials: Rocks and Minerals
a. Observe and describe the physical properties (e.g., odor, color, appearance, relative grain size, texture, absorption of water) and different components (i.e., sand, clay, humus) of soils
b. Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils)

5.2.A Scope and Sequence – Earth Materials: Rocks and Minerals
a. Observe and identify examples of slow changes in the Earth’s surface and surface materials (e.g., rock, soil layers) due to processes such as decay (rotting), freezing, thawing, breaking, or wearing away by running water or wind

5.3.A Scope and Sequence – Earth materials: Rocks and Soil
a. Observe and describe ways humans use Earth’s materials (e.g., soil, rocks) in a daily life

4th Grade
5.1.A Scope and Sequence – Changes in the Earth’s Surface
a. Identify and describe the components of soil (e.g., plant roots and debris, bacteria, fungi, worms, types of rock) and its properties (e.g., odor, color, resistance to erosion, texture, fertility, relative grain size, absorption rate)
b. Compare the physical properties (i.e., size, shape, color, texture, layering, presence of fossils) of rocks (mixtures of different Earth materials, each with observable physical properties

5.2.A Scope and Sequence-  Changes in the Earth’s Surface
a. Observe and describe the breakdown of plant and animal material into soil through decomposition processes (i.e., decay/rotting, composting, digestion)
b. Identify the major landforms/bodies of water on Earth (i.e., mountains, plains, river valleys, coastlines, canyons)
c.  Describe how weathering agents (e.g., water, chemicals, temperature, wind, plants) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
d.  Describe how erosion processes (i.e., action of gravity, waves, wind, rivers, glaciers) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
e.  Relate the type of landform/water body to the process by which it was formed

5.3.A Scope and Sequence – Changes in the Earth’s Surface
a. Identify the ways humans affect the erosion and deposition of Earth’s materials (e.g., clearing of land, planting vegetation, paving land construction of new buildings)
b. Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity

7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased test
c. Conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation 
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables 
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)



3rd Grade Connections: NGSS to MO GLEs

Keeping the trend, this is the third of many to highlight the connections between the Missouri Grade Level Expectations and the Next Generation Science Standards.

Kindergarten

1st Grade

2nd Grade

These are my connections only, should you find an error or find I missed something PLEASE add your thoughts in the comments.

The intention is for this to be a resource for others making the transition to these new expectations.

Resources used:

NGSS Unit 1: Weather and Climate

NGSS Standards


  • 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 
  • 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.

Corresponding Missouri GLEs

Kindergarten
5.2.F Scope and Sequence – Weather and Seasons
a. Observe and describe daily weather:  precipitation (e.g., snow, rain, sleet, fog), wind (i.e., light breezes to strong wind), cloud cover, temperature
b. Observe and describe the general weather conditions that occur during each season

6.2.C Scope and Sequence – Weather and Seasons
a. Observe and describe the characteristics of the four seasons as they cycle through the year (summer, fall, winter, spring)

1st Grade
5.2.F Scope and Sequence – Observing Water and Weather
a. Observe, measure, record weather data throughout the year (i.e., cloud cover, temperature, precipitation, wind speed) by using thermometers, rain gauges, wind socks
b. Compare temperatures in different locations (e.g., inside, outside, in the sun, in the shade)
c. Compare weather data observed at different times throughout the year (e.g., hot vs. cold, cloudy vs. clear, types of precipitation, windy vs. calm)
d. Identify patterns indicating relationships between observed weather data and weather phenomena (e.g., temperature and types of precipitation, clouds and amounts of precipitation)

3rd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms, and events in the environment
b. Plan and conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume using liters
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

5th Grade
1.1.C Scope and Sequence – Water Cycle and Weather
a. Describe how changes in state (i.e., freezing/melting, condensation/evaporation/boiling) provide evidence that matter is made of particles too small to be seen

1.2.C Scope and Sequence – Water Cycle and Weather/Solar System
a. Identify the Sun as the primary source of energy for temperature change on Earth

5.2.F Scope and Sequence Water Cycle and Weather
a. Identify and use appropriate tools (i.e., thermometer, anemometer, wind vane, rain gauge, satellite images, weather maps) to collect weather data( i.e., temperature, wind speed and direction, precipitation, cloud type and cover.)
b. Identify and summarize relationships between weather data (e.g., temperature and time of day, cloud cover and temperature, wind direction and temperature) collected over a period of time.

5.3.A Scope and Sequence – Water Cycle and Weather
a. Explain how major bodies of water are important natural resources for human activity(e.g., food recreation, habitat, irrigation, solvent, transportation)
b. Describe how human needs and activities (e.g., irrigation damming of rivers, waste management, sources of drinking water) have affected the quantity and quality of major bodies of fresh water
c. Propose solutions to problems related to water quality and availability that result from human activity


NGSS Unit 2: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms

NGSS Standards


  • 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. 
  • 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. 
  • 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.

Corresponding Missouri GLEs

2nd Grade
5.1.A Scope and Sequence -  Earth Materials: Rocks and Minerals
a. Observe and describe the physical properties (e.g., odor, color, appearance, relative grain size, texture, absorption of water) and different components (i.e., sand, clay, humus) of soils
b. Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils)

3rd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms, and events in the environment
b. Plan and conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume using liters
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

4th Grade
4.1.A Scope and Sequence – Interactions Among Organisms and Their Environment
a. Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism)
b. Identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals

4.3.C Scope and Sequence – Interactions among Organisms and their Environment
a. Identify specialized structures and describe how they help plants survive in their environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves)
b. Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages)
c. Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation)
d. Predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors.


NGSS Unit 3: Inheritance and Variation of Traits: Life Cycles and Traits

NGSS Standards


  • 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. 
  • 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. 
  • 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. 
  • 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.

Corresponding Missouri GLEs

Kindergarten
3.3.D Scope and Sequence – Parent-Offspring Relationships
a. Identify that living things have offspring based on the organisms’ physical similarities and differences

2nd Grade
3.1.B Scope and Sequence – Life Cycles of Animals
a. Identify and sequence life cycles (birth, growth, and development, reproduction and death) of animals (i.e, butterfly, frog, chicken, snake, dog)
b. Record observations on the life cycle of different animals (e.g., butterfly, dog, frog, chicken, snake)

3.3.D Cycles of Animals
a. Identify and relate the similarities and differences among animal parents and their offspring or multiple offspring

3rd Grade
3.1.B Scope and Sequence – Plants
a. Describe and sequence the stages in the life cycle (for a plant) of seed germination, growth and development, reproduction,  and death (i.e., a flowering plant)

3.3.D Scope and Sequence –  Plants
a. Identify and relate the similarities and differences between plants and their offspring (i.e., seedlings)

7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms, and events in the environment
b. Plan and conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume using liters
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)


NGSS Unit 4: Forces and Interactions

NGSS Standards


  • 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. 
  • 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. 
  • 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. 
  • 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.

Corresponding Missouri GLEs

Kindergarten
2.2.A Scope and Sequence – Changes in Position
a. Identify ways (push, pull) to cause some objects to move by touching them
b. Identify magnets cause some objects to move without touching them

1st Grade
2.2.A Scope and Sequence – Investigating Motion
a. Identify the force (i.e., push or pull) required to do work (move an object)

2.2.D Scope and Sequence – Investigating Motion
a. Describe ways to change the motion of an object (i.e., how to cause an object to go slower, go faster, go farther, change direction, stop)

2nd Grade
2.2.A Scope and Sequence – Forces and Motion
a. Identify magnets attract and repel each other and certain materials
b. Describe magnetism as a force that can push or pull other objects without touching them
c. Measure (using non-standard units) and compare the force (i.e., push or pull) required to overcome friction and move an object over different surfaces (i.e., rough, smooth)

2.2.D Scope and Sequence – Forces and Motion
a. Describe the direction and amount of force (i.e., direction of push or pull, strong/weak push or pull) needed to change an object’s motion (i.e., faster/slower, change in direction)
b. Describe and compare the distances traveled by heavier/lighter objects after applying the same amount of force (i.e., push or pull) in the same direction
c. Describe and compare the distances traveled by objects with the same mass after applying different amounts of force (i.e., push or pull) in the same direction

2.2.F Scope and Sequence – Forces and Motion
a. Compare and describe the amount of force (i.e., more, less, or same push or pull) needed to raise an object to a given height, with or without using inclined planes (ramps) of different slopes
b. Compare and describe the amount of force (i.e., more, less, or same push or pull) needed to raise an object to a given height, with or without using levers
c. Apply the use of an inclined plane (ramp) and/or lever to different real life situations in which objects are raised

3rd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms, and events in the environment
b. Plan and conduct a fair test to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders)
d. Compare amounts/measurements  
e. Judge whether measurements and computation of quantities are reasonable

7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations

7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables
graphs (bar, single line, pictograph)
writings

8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (Assess Locally)

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

4th Grade
1.2.A Scope and Sequence – Forms of Energy: Electrical Circuits
a. Construct and diagram a complete electric circuit by using a source (e.g., battery), means of transfer (e.g., wires), and receiver (e.g., resistance bulbs, motors, fans)
b. Observe and describe the evidence of energy transfer in a closed series circuit (e.g., lit bulb, moving motor, fan)
c. Classify materials as conductors or insulators of electricity when placed within a circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water)

2.2.A Scope and Sequence – Laws of Motion
a. Identify the forces acting on the motion of objects traveling in a straight line (specify that forces should be acting in the same line as the motion, provide examples)
b. Describe and compare forces (measured by a spring scale in Newton’s) applied to objects in a single line.
c. Observe and identify friction as a force that slows down or stops a moving object that is touching another object or surface
d. Compare the forces (measured by a spring scale in Newton’s) required to overcome friction when an object moves over different surfaces (i.e., rough/smooth)

2.2.D Scope and Sequence – Laws of Motion
a. Observe that balanced forces do not affect an object’s motion (need to clarify that balanced forces means no change in forces acting on an object)
b. Describe how unbalanced forces acting on an object changes its speed (faster/slower), direction of motion, or both (need to clarify that unbalanced forces means any change in forces acting on an object)
c. Predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object

2.2.D Scope and Sequence - Energy: Electrical Circuits
d. Predict the effects of an electrostatic force (static electricity) on the motion of objects (attract or repel)

Wednesday, September 11, 2013

9/11 4th Grade: Grade Level Meeting

Started the morning with a communications subcommittee meeting.  We discussed the results of the revenue, enrollment and expenses subcommittees.

Facilitated 4th grade meeting.  Notes found here: https://docs.google.com/a/wgcloud.org/document/d/1RmazJFSZCNK5iqponCq6drwXdqEnTquthyDcQ7cxBRU/edit


Monday, September 9, 2013

9/9 WGHS

Completed 2nd Grade Learning goals, Proficiency scales and learning targets.


Posted connections Blog: http://wgsdsciss.blogspot.com/2013/09/2nd-grade-connections-ngss-to-mo-gles.html

Finalized Activities for Grade Level Meeting.

Science





Social Studies



New Unit Activity

Unfurled posters for presentation in room.

Set up room for 5th grade meeting

2nd Grade Connections: NGSS to MO GLEs

Keeping the trend, this is the third of many to highlight the connections between the Missouri Grade Level Expectations and the Next Generation Science Standards.  

Kindergarten


1st Grade



These are my connections only, should you find an error or find I missed something please add your thoughts in the comments.


The intention is for this to be a resource for others making the transition to these new expectations.




Resources used:



  1. Next Generation Science Standards 
  1. Missouri Grade Level Expectations

NGSS Unit 1: Structure and Properties of Matter

NGSS Standards

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 
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
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
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Corresponding Missouri GLEs

Kindergarten
1.1.A Scope and Sequence – Properties of Matter
a. Describe physical properties of objects (i.e., size, shape, color, mass) by using the senses, simple tools (e.g., magnifiers, equal arm balances), and/or nonstandard measures (e.g., bigger/smaller; more/less)
b. Identify materials (e.g., cloth, paper, wood, rock, metal) that make up an object and some of the physical properties of the materials (e.g., color, texture, shiny/dull, odor, sound, taste, flexibility)
c. Sort objects based on observable physical properties (e.g., size, material, color, shape, mass)

2nd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
c. Measure length, mass, and temperature using standard and non-standard units
d. Compare amounts/measurements

7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge

7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables
graphs (bar, pictograph)
writings

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

3rd Grade
1.1.D Scope and Sequence – Investigating States of Matter
a. Compare the observable physical properties of solids, liquids, or gases (air) (i.e., visible vs. invisible, changes in shape, changes in the amount of space occupied)
b. Identify everyday objects/substances as solid, liquid, or gas (e.g., air, water)
c. Observe and identify that water evaporates (liquid water changes into a gas as it moves into the air)
d. Measure and compare the temperature of water when it exists as a solid to its temperature when it exists as a liquid
e. Investigate and observe that water can change from a liquid to a solid (freeze), and back again to a liquid (melt), as the result of temperature changes
f. Describe the changes in the physical properties of water (i.e., shape, volume) when frozen or melted
g. Predict and investigate the effect of heat (thermal energy) (i.e., change in temperature, melting, evaporation) on objects and materials

NGSS Unit 2: Processes that Shape the Earth

NGSS Standards

2-ESS1-1. Make observations from media to construct an evidence-based account that Earth events can occur quickly or slowly. 
2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. 
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Corresponding Missouri GLEs

2nd Grade
5.2.A Scope and Sequence – Earth Materials: Rocks and Minerals
a. Observe and identify examples of slow changes in the Earth’s surface and surface materials (e.g., rock, soil layers) due to processes such as decay (rotting), freezing, thawing, breaking, or wearing away by running water or wind

7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
c. Measure length, mass, and temperature using standard and non-standard units
d. Compare amounts/measurements

7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge

7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables
graphs (bar, pictograph) 
writings

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

3rd Grade
5.1.C Scope and Sequence – Investigating States of Matter
a. Identify that liquid water can be changed into a gas (vapor) in the air.
b. Identify that clouds are composed of tiny droplets of water
c. Identify air as a substance that surrounds us, taking up space and moves around us as wind

5.2.E Scope and Sequence – Investigating States of Matter
a. Describe clouds and precipitation as forms of water

4th Grade
5.2.A Scope and Sequence-  Changes in the Earth’s Surface
a. Observe and describe the breakdown of plant and animal material into soil through decomposition processes (i.e., decay/rotting, composting, digestion)
b. Identify the major landforms/bodies of water on Earth (i.e., mountains, plains, river valleys, coastlines, canyons)
c. Describe how weathering agents (e.g., water, chemicals, temperature, wind, plants) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
d. Describe how erosion processes (i.e., action of gravity, waves, wind, rivers, glaciers) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
e. Relate the type of landform/water body to the process by which it was formed

5.3.A Scope and Sequence – Changes in the Earth’s Surface
a. Identify the ways humans affect the erosion and deposition of Earth’s materials (e.g., clearing of land, planting vegetation, paving land construction of new buildings)
b. Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity

5th Grade
5.1.B Scope and Sequence – Water Cycle and Weather
a. Classify major bodies of surface water (e.g., rivers, lakes, oceans, glaciers) as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or groundwater

5.2.E Water Cycle and Weather
b. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle

NGSS Unit 3: Interdependent Relationships in Ecosystems


NGSS Standards

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. 
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

Corresponding Missouri GLEs

1st Grade
3.1.D Scope and Sequence – Characteristics of Plants and Animals
a. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, roots)

2nd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question

7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge

7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
oral presentations
drawings and maps
data tables
graphs (bar, pictograph)
writings

8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)

3rd Grade
3.1.B Scope and Sequence – Plants
a. Describe and sequence the stages in the life cycle (for a plant) of seed germination, growth and development, reproduction,  and death (i.e., a flowering plant)

4.2.A Scope and Sequence – Food Chains
a. Identify sunlight as the primary source of energy plants use to produce their own food

4th Grade
4.2.C Scope and Sequence – Interactions among Organisms and their Environment

a. Identify specialized structures and describe how they help plants survive in their environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves)

Saturday, September 7, 2013

9/6 New Teacher, Unpack, 1st Grade Science

Started the day meeting with other coordinators to plan the new teacher meeting:

Agenda will include:
Ice breaker
Learning goal discussion
Examining student work
Learning menu

My to do list items:

  • Revise Looking at Student work protocol
  • Determine if video needs re-recorded:

  • Create 321 exit slip


Headed over to Edgar road to get the last of the items and throw anything left in the trash.

Then to WGHS 324

Saw the PILES of stuff that had been moved:



Unpacked and set up my office:


Began work on 1st grade Science learning goals and proficiency scales

Wrote this blog post:
http://wgsdsciss.blogspot.com/2013/09/1st-grade-connections-ngss-to-mo-gle.html