1st Grade Connections: NGSS to MO GLE

This is the second of many to highlight the connections between the Missouri Grade Level Expectations and the Next Generation Science Standards.  These are my connections only, should you find an error or find something I missed 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 
2. Missouri Grade Level Expectations

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)

2^nd 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)

5^th 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)

1^st 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)

3^rd 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

1^st 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)

2^nd 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

3^rd Grade

3.3.D Scope and Sequence –  Plants

a. Identify and relate the similarities and differences between plants and their offspring (i.e., seedlings)

4^th 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

Kindergarten Connections: NGSS to MO GLE

This is the first of many to highlight the connections between the Missouri Grade Level Expectations and the Next Generation Science Standards.  These are my connections only, should you find an error or find something I missed 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 
2. Missouri Grade Level Expectations

NGSS Unit 1: Forces and Interactions:

NGSS Standards

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. 

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Corresponding Missouri GLEs

Kindergarten

1.1.A. Scope and Sequence –  Changes in Position

a. Describe an object’s position relative to another object (e.g., above, below, in front of, behind)

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

7.1.A Scope and Sequence - All Units

a. Pose questions about objects, materials, organisms and events in the environment

b. 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 and mass using 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 observations using words, pictures, and numbers

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

8.1.B. Scope and Sequence – Properties of Matter/Plants and Animals

a. Describe how tools have helped scientists make better observations (i.e., magnifiers)

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)

1^st Grade

1.1.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

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)

2^nd Grade

1.1.A. 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

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.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

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

NGSS Unit 2: Relationships in Ecosystems:

NGSS Standards

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. 

K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. 

K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. 

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Corresponding Missouri GLEs

Kindergarten

7.1.A Scope and Sequence - All Units

a. Pose questions about objects, materials, organisms and events in the environment

b. 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 and mass using 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 observations using words, pictures, and numbers

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 

8.1.B. Scope and Sequence – Properties of Matter/Plants and Animals

a. Describe how tools have helped scientists make better observations (i.e., magnifiers)

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)

1st Grade

3.3.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)

4.1.A Scope and Sequence – Characteristics of Plants and Animals

a. Identify ways man depends on plants and animals for food, clothing, and shelter

2nd Grade

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

3.3.A. Scope and Sequence – Plants

a. Describe the basic needs of most plants (i.e., air, water, light, nutrients, temperature

4th Grade

Scope and Sequence – Interactions among Organisms and their Environment

a. Identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring green space)

NGSS Unit 3: Weather and Climate:

NGSS Standards

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. 

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. 

K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area

Corresponding Missouri GLEs

Kindergarten

4.1.A. Scope and Sequence –Weather and Seasons

a. Describe how the seasons affect the behavior of plants and animals.

b. Describe how the seasons affect the everyday life of humans (e.g., clothing, activities

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  

7.1.A Scope and Sequence - All Units

a. Pose questions about objects, materials, organisms and events in the environment

b. 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 and mass using 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 observations using words, pictures, and numbers

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 

8.1.B. Scope and Sequence – Properties of Matter/Plants and Animals

a. Describe how tools have helped scientists make better observations (i.e., magnifiers)

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)

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)

5.3.A Scope and Sequence – Observing Water and Weather

a. Observe and describe ways water, both as a solid and liquid, is used in everyday activities at different times of the year (e.g., bathe, drink, make ice cubes, build snowmen, cook, swim)