The intention is for this to be a resource for others making the transition to these new expectations.
Resources used:
NGSS Unit 1: Waves: Light and Sound
NGSS Standards
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated.
1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
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
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)
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)
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 2: Space Systems: Patterns and Cycles
NGSS Standards
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year
Corresponding Missouri GLEs
Kindergarten
6.1.A Scope and Sequence – Objects in the Sky
a. Observe
and describe the presence of the Sun, Moon, and stars in the sky
b. Observe
there are more stars in the sky than anyone can count and that they are
scattered unevenly and vary in brightness
6.2.A Scope and Sequence – Objects in the Sky
a. Describe
the Sun as only being seen in the daytime and appears to move across the sky
from morning to night
6.2.B Scope
and Sequence – Objects in the Sky
a. Observe the Moon can be seen
sometimes at night and sometimes during the daytime
b. Observe that the Moon appears to change shape over the
course of a month
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
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
6.1.A Scope and Sequence – Earth, Sun, and Moon
a. Describe our Sun as a star because it provides light
energy to the solar system
b. Observe
and identify the Moon as a reflection of light
6.2.A Scope and Sequence – Earth, Sun, and Moon
a. Illustrate
and describe how the Sun appears to move slowly across the sky from east to
west during the day
6.2.B Scope and Sequence – Earth, Sun, and Moon
a. Illustrate
and describe how the Moon appears to move slowly across the sky from east to
west during the day and/or night
b. Describe
the pattern of change that can be observed in the Moon’s appearance relative to
time of day and month as it occurs over several months. (Do NOT assess moon
phases)
6.2.C Scope and Sequence – Earth, Sun, and Moon
a. Observe
and identify there is a day/night cycle every 24 hours
b. Describe
the changes in length and position (direction) of shadows from morning to
midday to afternoon
c. Describe
how the Sun’s position in the sky changes the length and position of shadows
NGSS Unit 3: Structure, Function, and Information Processing
NGSS Standards
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs
1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Corresponding MO 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
3.3.D Scope and Sequence – Parent-Offspring
Relationships
a. Identify
that living things have offspring based on the organisms’ physical similarities
and differences
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: c. sensory
organs, appendages)
d. 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)
e. 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)
3.1.E Scope and Sequence – Characteristics of
Plants and Animals
a. Distinguish
between plants and animals based on observable structures and behaviors
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
8.1.A Scope and Sequence – Properties of
Matter/Weather and Seasons
a. Observe
and identify that some objects occur in nature (natural objects); others have
been designed and made by people
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)
2nd
Grade
3.3.D Scope and Sequence – Life Cycles of Animals
a. Identify
and relate the similarities and differences among animal parents and their offspring or multiple offspring
3rd
Grade
3.3.D Scope and Sequence – Plants
a. Identify
and relate the similarities and differences between plants and their offspring
(i.e., seedlings)
4th
Grade
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.
See also: Kindergarten Connections
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