Thursday, October 31, 2013

10/30 WGHS, 2nd grade Facilitators

Started the morning walking around with Assistant Principal of WGHS.  We observed 6 classes and instruction/learning.

Reviewed Science 2nd grade Curriculum drafts

Met with 2nd grade Facilitators for Social Studies.  We reviewed the draft using this protocol.

Stuck around after school to:
email 1st grade teachers Science drafts
email Kindergarten teachers drafts of Social studies
Set up Steger/Computer dates
Finalized NCSS team meetings and set up google drive folder

Tuesday, October 29, 2013

10/29 Clark Day

Spent the day at Clark Elementary



Teachers signed up on the document HERE

Started meeting with 3rd grade teachers about LEGO, simple machines and foundation grant.

Found this: http://www.legoeducation.us/eng/product/simple_machines_ndash_getting_started_package/2290

Started in Kindergarten learning about pumpkins


Then played Math games and did some snack and moving with 2nd grade:

Met with WINGS teacher to discuss kicking off science fair.  Notes included:

Science day at Clark: Kicking off science fair

One group experiment (launching and changing the fulcrum), one do observation (mentos and diet coke)

Have a posterboard together with things already typed out.

Right before winter break, 1st or second week of December, 16th?

Headed over to 4th grade to watch the Southern colonies presentations for the other 4th grade classes.

Met with building principal.

Wrapped up the day in 2nd grade working on the landforms projects.



I then headed home to finish writing 5th grade social studies curriculum.

Wrapped up the day at a parent meeting at Avery discussing the iPad program for reading intervention..

Monday, October 28, 2013

Friday, October 25, 2013

10/25 Coordinator meeting, Immigration Simulation, Bristol MAP

Started the morning at Coordinator meeting discussed:

  • Space progress
  • Curriculum posting online
  • progress and learning goals
Headed over to Clark for the 5th grade Immigration simulation

After headed to Bristol for the 5th Grade MAP discussion:

Agenda for the day was:

30min Science
5 Minute - Brain Break - Wright Family
30min Math
5 Minute - Brain Break - Roll a Brain Break
30min ELA
10min Bio Break
Time Left - Action plans as a result of the data observed

10/24 Bristol MAP

Spent the day a Bristol.  Met with 3rd grade and 4th grade each for a 1/2 day looking at MAP data.


Agenda for the day was:

30min Science
5 Minute - Brain Break - Wright Family
30min Math
5 Minute - Brain Break - Roll a Brain Break
30min ELA
10min Bio Break
Time Left - Action plans as a result of the data observed



10/23 2st Grade Facilitators

1st Grade Science and Social Studies teachers met.

We used this protocol to review the draft of future science and social studies units, learning goals and proficiency scales.

Here's the protocol:
Reviewing the DRAFT prior to submission

  • 2 minutes - Look over for overall issues, spacing, formatting, page breaks, general issues
  • 5 minutes - Review learning goal and proficiency scale for clarity and connection to learning goal
  • 5 minutes - Change learning goal and proficiency scale to ensure “kid-friendly” language.
  • 2 minutes - Evaluate the High Priority Standards - Would it all fall apart?
  • 5 minutes - Add “domain specific vocabulary” for level 2
  • 2 minutes - Look for misspellings
  • 2 minutes - Where do periods need to be added?



  • Any time left:
    • Develop learning targets to “connect the dots” for kids
    • Add concepts/depth of knowledge items to the level 4 on the scale

Tuesday, October 22, 2013

10/22 Bristol Day, Coordinator meeting, Strategic planning meeting

Spent the day at Bristol Elementary

I saw 4th grade work on Writing - personal narrative and thank you letters.

I saw Kindergarten in their literacy centers.

I saw 4th grade discussing the 13 colonies.

I saw students researching famous investors in 5th grade.

I got a chance to check out the music performance:

video



video


Started working on 5th grade Social Studies Learning Goals and Proficiency Scales.

Got a chance to see student presentations on life cycles of various animals, here are some examples:




Checked out 3rd graders investigation of pant life cycles: 


Met with coordinators to plan Hudson Day:

We will do 30 minutes each.
5 minute break in between

Science first 30
Math second 30
ELA third 30
BIO break
Action Plan

Science Breakout:
5 stations
Station specific to content
Station specific to Bristol

1. Overall MAP data and Demographics
2.  Unit 1 data - performance and question types
3. Unit 2 data - performance and question types
4. Unit 3 data - performance and question types
5. Compared to State


Went over to Central Office for the Revenue Committee meeting.







Monday, October 21, 2013

10/21 WGHS

Started the day working on and completing 4th grade social studies Learning goals and proficiency scales.

DONE! on to 5th Grade.....

Updated Kindergarten Science documents with Missouri Grade Level Expectations.

Prepped for 1st grade Facilitator Meeting

Prepped for 2nd Grade Facilitator Meeting

Headed over to Central office to color print Bristol MAP data to prepare for meetings on Thursday and Friday

Finished another version of the Minutes analysis for K-5 teachers:

Emailed 1st set of curriculum DRAFT attachments to Kindergarten teachers for their review.

Followed up with NCSS regarding registration issues of participants.

Headed over to Clark to meet with Gifted teacher regarding Mount Vernon and George Washington.








Friday, October 18, 2013

10/18 Coordinator Meeting, Social Studies Network meeting

Started the day at the curriculum coordinators meeting.  We discussed:
1/2 day kindergarten and the coordinator space

Afterwords headed over to Missouri History Museum for the Social Studies Network meeting.

We discussed:

Great conversation about: "How does 1968 affect today?"





Discussed In Loco Parentis

SDS 





10/17 WGHS, Hixson, Ladue Middle

Spent the day with Kindergarten Science and Social Studies facilitators.

Our agenda was:

We reviewed DRAFT learning goals for Science and Social studies and made AMAZING gains.

After school headed over to Hixson to meet with 8th grade Social studies to review colonial assessment.

At 4:30 headed to Ladue Middle School for the MOCHE board meeting.

Wednesday, October 16, 2013

10/16 Hudson, WGHS, Oasis, Steger

Started the day getting my Flu shot at Hudson

Afterwords went to WGHS to:

  • Print resources for Kindergarten facilitator meeting
  • Print resources for Oasis session
  • Build a Straw rocket
Headed over to CO to:
  • Pick up snacks and sodas
  • Copy packets and resources
  • Cut out fins and paper
Went to Oasis training to facilitate Science conversation:
  • We discussed the Scope and sequence for current instruction
  • We discussed the future alignment
  • We made straw rockets


Headed over to Steger to attend the science meeting.
  • Discussed force and motion
  • Looked at MAP released items
  • Discussed MAP performance from last year

Tuesday, October 15, 2013

10/15 Edgar Road, WGHS, Steger, Bristol

Started the day at Edgar Road, met with 3rd, 4th and 5th grade teachers and took a look at MAP data for science.

Headed over to WGHS to:

  • answer emails
  • set up Bristol day
  • send directions to k,1,2 facilitators
  • finish proficiency scale and learning goals for 3rd grade Social Studies
  • prep for 6th Grade SS meeting

Then headed over to Steger for world studies meeting.  There we:

Evening headed to Math/Science night at Bristol

Monday, October 14, 2013

10/14 WGHS, WGCO, Avery

Started the day finalizing the Edgar Road MAP report for conversation tomorrow at Edgar Road. District MAP data looked like this.

I was interviewed by the Webster/Kirkwood times regarding the award(s) I won.

I met with Assistant Superintendant to review and draft a timeline of curriculum implementation to present to the vertical teams for approval.




We also emailed DESE assessment director in regards to the NGSS and their role in future assessments.

This sentence:  "Development, administration, scoring, and reporting of 5th and 8th grade summative
science assessments and released items aligned to the 2.0 GLEs."
Worried us.


Afterwords I met with two teachers at Avery.  We discussed the iPad Mini program for their struggling readers and PD/training that may be needed for staff, students and parents.

I went back to the office to finalize the minute analysis on Science and Social studies, see my infographic here:


Then READ this: http://www.farnamstreetblog.com/2013/10/maximize-your-potential-99u/

And listened to this: http://readitfor.me/blog/2013/04/creating-your-own-personal-commandments/?offer=start-succeeding&inf_contact_key=4bba93f936732a5b69478f7272773289e0a728e2ef4b94fc29939ad9fecfde22

Friday, October 11, 2013

10/11 New Teacher Training

Staff development day at WGHS with New (and new to us) teachers.

Email sent to them:

K-5 New Teacher Curriculum Training Reminder
Friday, October 11, 2013

8:30-3:30 p.m.
WGHS Library PD Room

Please bring the following:
§  Curriculum questions
§  Your computer and power cord
§  A science or social studies lesson and TWO student work samples—one beginning and one secure sample
§  The next math unit guide for Investigations
§  The Continuum of Literacy Learning book from your Fountas & Pinnell Benchmark Assessment Kits
§  The Next Step in Guided Reading book by Jan Richardson
§  Any other curricular materials/resource/professional books to use during work time

Dr. McGee will discuss how to use student work to inform practice, in order to be prepared for this work, he would like you to please complete these two tasks:
1.     Watch this youtube video: http://youtu.be/Sji2IsxHjHI  
2.    Complete this google form regarding the Student Work you selected to bring: http://goo.gl/iAfaU

Schedule for the day:

8:30-9:00 community building - Chris has 1-2-3 (15 min of learning goal vs. activity – Susan will bring this)
9:00-9:50 ELA Julie
9:50-10:20 Susan
10:20-11:30 Chris
11:30-12:20 lunch
12:20-?? Chris finishes
??-3:30 choice menu


10/10 WGHS

Started the day on a walk around with an Assistant principal.  We walking through a business class, and two social studies classes.  We discussed what we saw and the elements of Marzano's strategies throughout lessons.

I worked on DRAFT 2 of Social Studies 2nd grade Learning goals and proficiency scales

I started to work on who teachers science/social studies and when for the elementary schools.  This led me to also look at time spent per day, week and year on either science or social studies. I also investigated that there are 36 weeks in a school year.

I started a protocol to review our draft learning goals.

I finalized prep for new teacher workshop on 11/11.  Here's the presentation I used: https://docs.google.com/a/wgcloud.org/presentation/d/1k3YPQ6RaLCZObsmRzSSY91nODVI7dsQSOColTMthdCU/edit#slide=id.p


Wednesday, October 9, 2013

10/9 WGHS

Started the day picking up a microphone from WGHS and brought it over to Edgar Road.

When I arrived back at WGHS I:

  • Completed Social Studies learning goals and proficiency scales for Kindergarten
  • Completed Social Studies learning goals and proficiency scales for 1st grade
  • I fought with the WIFI and the slow speeds.  At one point noted the following:

Now that's SLOW!

I was fed up and went over to Webster University

  • I answered 65 emails, seriously, 65 just from 8am to 12pm.
  • I finished 1st grade SS.
  • I finalized the presentation for BIOL 3600 course

10/8 Avery, Clay, WGHS, Edgar Road

Spent the day at Avery Elementary.  Teachers signed up for specific meeting here.

I met with kindergarten teachers regarding itunes accounts.

I read to Kindergarten. (That was awesome!)

I went to Clay elementary for the gardening field trip with 3rd grade.  See images below:












Learned about online slideshows: http://theslideshow.net/

Attended PLC meeting for Kindergarten Math.

Checked out a few classrooms.

Attended a reading team on KING TUT


Wrapped up the day by:

  • Helping plan PD on the 1/2 day tomorrow
  • Picking up a camera and dropping it off at Edgar Road.


Monday, October 7, 2013

10/7 WGHS, WGCO

Started the day working on the 8th grade templates for Science.  I completed those.

I watched this video on David vs. Goliath http://www.youtube.com/watch?v=ziGD7vQOwl8&feature=share&list=TLD-cW6nkMa7YKFxf_9kvEH3GmrCJX7F7u

I emailed K-5 facilitators to begin sub paperwork for 1/2 day curriculum workshops.

I listened to this podcast on Design Thinking: http://readitfor.me/blog/2013/10/solving-problems-with-design-thinking/?offer=start-succeeding&inf_contact_key=3e5d61275169db5af52b4ec9741d2ce358316be0c76d0ae09c59e667788ca790

I met with the Assistant Supt. to talk about timeline for implementation for science and social studies.  We set an additional meeting time for next monday to lay out a plan.

Headed back over to WGHS to:

  • Write Space systems assessment to help out 7th grade science
  • Meet with Technology director to discuss SMARTboard tools and Webmail Groups
  • Began formatting Social studies curriculum templates for DRAFT 2 of the curriculum learning goals and proficiency scales.
  • responded to emails

At 5:30 headed over to CO for the Strategic Planning Meeting



Saturday, October 5, 2013

10/4 Computer School, WGHS

Began my morning reading a blog post:
To a Mentor: http://curriculumguy.wordpress.com/2013/10/04/to-a-mentor/

Headed over to Steger/Computer School.  Stopped in to see teachers then headed over to 5th grade.

5th grade was giving presentations they called the "International Fair"  Students choose a country and then researched their Religion, Culture, music, fashion, food, etc.  It was AWESOME!

Here are a few pics:



Afterwords headed over to WGHS to work on:

Friday, October 4, 2013

10/3 WGHS, Hixson

Started the day at WGHS.  I worked on:

  • Sending emails confirming facilitator and vertical teams
  • Sending emails asking to fill vacant teams
  • Worked on and finished 6th grade learning goals and templates for science

After school went over to Hixson and met with 7th grade science.  We discussed Universe Unit and assessment. reviewed MAP scores.

Wednesday, October 2, 2013

5th Grade Connections: NGSS and MO GLEs

Finalizing the sessions in Elementary science is connecting the NGSS and the MO GLEs.  Here are the previous posts by grade level

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

NOTE: 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: Structure and Properties of Matter

NGSS Standards:

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved
5-PS1-3. Make observations and measurements to identify materials based on their properties.
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Corresponding Missouri GLEs:

1st Grade
1.1.A Scope and Sequence – Mass and Temperature
a. Given an equal-arm balance and various objects, illustrate arrangements in which the beam is balanced
b. Measure and compare the mass of objects (more/less)
c. Order objects according to mass

2nd Grade
1.1.A Scope and Sequence – Properties of Rocks and Soil
a. Describe and compare the physical properties of objects by using simple tools (i.e., thermometer, magnifier, centimeter ruler, balance, magnet)
b. Classify objects/substances as “one kind of material” or a mixture (e.g. m & m’s® vs. trail mix, water vs. kool aid®)

8.1.B Scope and Sequence – Properties of Matter/Characteristics of Plants and Animals
a. Describe how tools have helped scientists make better observations (e.g., magnifiers, balances, thermometers)

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

4th Grade
1.1.A Scope and Sequence – Mixtures and Solutions
a. Describe and compare the masses (the amount of matter in an object) of objects to the nearest gram using balances
b. Describe and compare the volumes (the amount of space an object occupies) of objects using a graduated cylinder
c. Identify situations where no two objects can occupy the same space at the same time (e.g. water level rises when an object or substance such as a rock is placed in a quantity of water)
d. Classify types of materials (e.g., water, salt, sugar, iron filings, salt water) into “like” substances (materials that have specific physical properties) or mixtures of substances by using their characteristic properties

1.1.B Scope and Sequence – Mixtures and Solutions/ Changes on the Earth’s Surface
a. Identify water as a solvent that dissolves materials (Do NOT assess the term solvent)
b. Observe and describe how mixtures are mad by combining solids or liquids, or a combination of these
c. Distinguish between the components in a mixture/solution (e.g., trail mix, conglomerate rock, salad, soil, salt water)
d. Describe ways to separate the components of a mixture/solution by their properties (i.e., sorting, filtration,  magnets,  screening)

1.1.I Scope and Sequence – Mixtures and Solutions
a. Observe that the total mass of a material remains constant whether it is together, in parts, or in a different state

8.1.B Scope and Sequence – Mixtures and Solutions/Forms of Energy: Electrical Circuits
a. Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers)

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

1.1.D Scope and Sequence – Water cycle and Weather
a. Classify matter as a solid, a liquid, or a gas, as it exists at room temperature, using physical properties (i.e., volume, shape, ability to flow)
b. Predict the effect of heat (thermal energy) on the physical properties of water as it changes to and from a solid, liquid, or gas (i.e., freezes/melts, evaporates/condenses/boils)

1.1.I Scope and Sequence – Water Cycle and Weather
a. Observe the mass of water remains constant as it changes state (as evidenced in a closed container)

1.2.A Scope and Sequence – Investigating States of Matter
a. Identify sources of thermal energy (e.g., Sun, stove, fire, body) that can cause solids to change to liquids, and liquids to change to gas

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
d. Make suggestions for reasonable improvements or extensions of a fair test

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Determine the appropriate tools and techniques to collect data
c. Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scales)
d. Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force/weight to the nearest Newton
e. Compare amounts/measurements  
f. 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: Space Systems: Stars and the Solar System

NGSS Standards:

5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

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

6.1.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

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)

2nd Grade
2.1.B Scope and Sequence – Forces and Motion
a. Describe Earth’s gravity as a force that pulls objects on or near the Earth toward the Earth without touching the object

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

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.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

4th Grade
2.2.B Scope and Sequence – Laws of Motion
a. Determine the gravitational pull of the Earth on an object (weight) using a spring scale

5th Grade
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.

6.1.A Scope and Sequence – Solar System
a. Observe and identify the Earth is one of several planets within a solar system that orbits the Sun
b. Observe and identify the Moon orbits the Earth in about a month
c. Identify that planets look like stars and appear to move across the sky among the stars

6.2.C Scope and Sequence – Solar System
a. Identify that the Earth rotates once every 24 hours
b. Relate changes in the length and position of a shadow to the time of day and apparent position of the Sun in the sky, as determined by Earth’s rotation
c. Relate the apparent motion of the Sun, Moon, and stars in the sky to the rotation of the Earth

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
d. Make suggestions for reasonable improvements or extensions of a fair test

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Determine the appropriate tools and techniques to collect data
c. Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scales)
d. Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force/weight to the nearest Newton
e. Compare amounts/measurements  
f. 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: Matter and Energy in Organisms and Ecosystems

NGSS Standards:

5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

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
1.2.C Scope and Sequence – Characteristics of Plants and Animals
a. Identify light from the Sun as a basic need of most plants

3.1.A Scope and Sequence – Characteristics of Plants and Animals
a. Identify the basic needs of most animals (i.e., air, water, food, shelter)
b. Identify the basic needs of most plants (i.e., air, water, light)
c. Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water)

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)

3.1.E Scope and Sequence – Characteristics of Plants and Animals
a. Distinguish between plants and animals based on observable structures and behaviors

3rd Grade
1.2.C Scope and Sequence – Earth, Sun, and Moon/Food Chains
a. Identify the Sun as the primary source of light and food energy on Earth

3.1.A Scope and Sequence – Plants
a. Describe the basic needs of most plants (i.e., air, water, light, nutrients, temperature

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)

4.2.A Scope and Sequence – Food Chains
a. Identify sunlight as the primary source of energy  plants use to produce their own food
b. Classify populations of organisms as producers or consumers by the role they serve in the ecosystem
c. Sequence the flow of energy through a food chain beginning with the Sun
d. Predict the possible effects of removing an organism from a food chain

4th Grade
4.2.A Scope and Sequence – Interactions among Organisms and their Environment
a. Classify populations of organisms as producers and consumers by the role they serve in the ecosystem
b. Differentiate between the types of consumers (herbivore, carnivore, omnivore, and detrivore/decomposer)
c. Categorize organisms as predator or prey in a given ecosystem

5th Grade
3.1.D Scope and Sequence – Classification of Plants and Animals
a. Compare structures (e.g., wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that serve similar functions for animals belonging to different vertebrate classes

3.2.D Scope and Sequence – Classification of Plants and Animals
a. Compare the major organs/organ systems (e.g. support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes

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
d. Make suggestions for reasonable improvements or extensions of a fair test

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Determine the appropriate tools and techniques to collect data
c. Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scales)
d. Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force/weight to the nearest Newton
e. Compare amounts/measurements  
f. 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

NGSS Standards:

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide
evidence about the distribution of water on Earth
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Corresponding Missouri GLEs:

Kindergarten
5.1.C Scope and Sequence – Weather and Seasons
a. Observe wind as moving air that is felt

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

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)

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)

5.3.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

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

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

5.1.C Scope and Sequence – Water Cycle and Weather
a. Recognize the atmosphere is composed of a mixture of gases, water, and minute particles

5.2.E Scope and Sequence – Water Cycle and Weather
a. Describe and trace the path of water as it cycles through the hydrosphere, geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/ groundwater flow)
b. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle

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

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
d. Make suggestions for reasonable improvements or extensions of a fair test

7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Determine the appropriate tools and techniques to collect data
c. Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scales)
d. Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force/weight to the nearest Newton
e. Compare amounts/measurements  
f. 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)