2019 - 2020, kindergarten, science

2019 - 2020, Kindergarten, Science, Quarter 1

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Big Ideas/Key Concepts:

● The five senses are touch, hear, see, smell, and taste. These can be used to ask and answer questions and gather information.

● The five senses can be used to explore and classify properties of matter.

● By describing objects accurately (drawing pictures and labeling with captions), we make our scientific observations clear. ● Using tools appropriately is a key scientific skill.

Embedded K-8 TN Computer Science Standards:

• AIT.1 Identify and define problems and form significant questions for investigation.

• AIT.2 Develop a plan to use technology to find a solution and create projects.

• AIT.6 Collect, organize, analyze, and interpret data to identify solutions and/or make informed decisions.

• AIT.7 Infer and predict or propose relationships with data.

• D.C.2 Exhibit a positive mindset towards using technology that supports collaboration, learning, and productivity.

Standards Student Friendly “I Can” Statements

Matter and Its Interactions K.PS1.1 Plan and conduct an investigation to describe and classify different kinds of materials including wood, plastic, metal, cloth, and paper by their observable properties (color, texture, hardness, and flexibility) and whether they are natural or human-made. K.PS1.2 Conduct investigations to understand that matter can exist in different states (solid and liquid) and has properties that can be observed and tested.

Matter and Its Interactions I can plan and conduct an investigation to explore and classify different kinds of materials including wood, plastic, metal, cloth, and paper by their observable properties (color, texture, hardness, and flexibility). I can classify objects to determine if an object is human-made or natural. I can investigate how matter can exist in different states (solid and liquid). I can observe and test properties of matter in different states.


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K.PS1.3 Construct an evidence-based account of how an object made of a small set of pieces (blocks, snap cubes) can be disassembled and made into a new object. From Molecules to Organisms: Structures and Processes K.LS1.3 Explain how humans use their five senses in making scientific findings. Engineering Design K.ETS1.1 Ask and answer questions about the scientific world and gather information using the senses. K.ETS1.2 Describe objects accurately by drawing and/or labeling pictures.

Links Among Engineering, Technology, Science, and Society K.ETS2.1 Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

I can provide evidence that a small set of pieces (blocks, snap cubes) can be used to build a larger object.

I can provide evidence that a small set of pieces (blocks, snap cubes) can be used to build a different larger object. From Molecules to Organisms: Structures and Processes I can explain how we use our five senses to make scientific findings. Engineering Design

I can ask and answer questions about the scientific world using my five senses. I can gather information about the scientific world by using my five senses. I can draw and label pictures of objects accurately.

Links Among Engineering, Technology, Science, and Society I can use a magnifying glass and a basic balance scale to make observations and answer questions.


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Big Ideas/Key Concepts: ● Weather data can be analyzed and interpreted to make predictions and distinguish between the seasons. ● Weather patterns differ over time (hourly vs. daily), but all patterns are observable. ● Weather patterns and data can be described using graphs, symbols, and tools. ● Humans use their five senses to make observations about their world. ● The engineering design process allows people to ask and answer questions about their scientific world. This process includes describing

objects by drawing them. ● A rain gauge can be used to help measure rainfall in an area.







Standards Student Friendly “I Can” Statements Earth’s Systems K.ESS2.1 Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge).

Earth’s Systems I can graph weather daily and describe weather patterns based on my observations and weather data. I can use my science vocabulary (temperature, precipitation, wind,


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K.ESS2.2 Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter.

From Molecules to Organisms: Structures and Processes K.LS1.3 Explain how humans use their five senses in making scientific findings. Engineering Design K.ETS1.1 Ask and answer questions about the scientific world and gather information using the senses. K.ETS1.2 Describe objects accurately by drawing and/or labeling pictures.

predict, accurate, inaccurate, cloud cover) to describe basic weather patterns.

I can describe weather patterns that occur over time (hourly, daily) using simple graphs, picture symbols, and tools (thermometers and rain gauges). I can use models to predict the weather at different times of the year.

I can observe and explain the change of seasons based on weather patterns. From Molecules to Organisms: Structures and Processes I can explain how humans use their five senses to help understand the world. Engineering Design I can ask and answer questions about the scientific world. I can gather information about the world by using my five senses. I can draw and label pictures of objects accurately.


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Links Among Engineering, Technology, Science, and Society K.ETS2.1 Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

Links Among Engineering, Technology, Science, and Society I can use a rain gauge to make observations and answer questions.


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● Weather forecasting helps us prepare for and respond to severe weather in Tennessee.

● All living things have basic needs; these can be represented through modeling.

● Humans impact the physical world we live in, and solutions need to be communicated to reduce that impact.

● The engineering design process allows people to ask and answer questions about their scientific world. This process includes describing

objects by drawing them.

● A rain gauge can be used to help measure rainfall in an area.


• AIT.5 Evaluate the accuracy, relevance, appropriateness, and bias of electronic information sources.

• DC.1 Advocate, demonstrate, and routinely practice safe, legal, and responsible use of information and technology.

• DC.3 Exhibit leadership for digital citizenship.

• DC.4 Recognize and describe the potential risks and dangers associated with various forms of online communications (e.g., cell phones, social media, digital photos).

• DC.5 Explain responsible uses of technology and digital information; describe possible consequences of inappropriate use such as copyright infringement and piracy.


Earth and Human Activity K.ESS3.2 Explain the purpose of weather forecasting to prepare for, and respond to, severe weather in Tennessee. K.ESS3.1 Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live.

Earth and Human Activity I can watch a severe weather forecast and explain how to prepare for and respond to that weather in Tennessee. I can identify the basic needs for living things: shelter, food, and water. I can model the relationship between the basic needs of different plants and animals and the places they live.


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K.ESS3.3 Communicate solutions that will reduce the impact from humans on land, water, air, and other living things in the local environment. From Molecules to Organisms: Structures and Processes K.LS1.3 Explain how humans use their five senses in making scientific findings. Engineering Design K.ETS1.1 Ask and answer questions about the scientific world and gather information using the senses. K.ETS1.2 Describe objects accurately by drawing and/or labeling pictures. Links Among Engineering, Technology, Science, and Society K.ETS2.1 Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

I can describe ways to reduce how much we affect the land, water, air, and other living things in the local environment. (e.g., turning off the lights or the faucet when not in use, recycling, picking up litter, planting new trees, carpooling, etc.) I can compare different environmental solutions to describe how they are similar and how they are different. From Molecules to Organisms: Structures and Processes I can explain how humans use their five senses to help understand the world. Engineering Design I can ask and answer questions about the scientific world. I can gather information about the world by using my five senses. I can draw and label pictures of objects accurately. Links Among Engineering, Technology, Science, and Society I can use a basic balance scale to make observations and answer questions.


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Big Ideas/Key Concepts: ● The difference between plants and animals can be observed, particularly through locomotion, obtainment of food, and breathing. ● Living organisms and non-living materials are sortable based on physical characteristics. ● Humans use their five senses to make observations about their world. ● Young plants/animals resemble their parent(s). ● The engineering design process allows people to ask and answer questions about their scientific world. This process includes describing

objects by drawing them. ● A magnifying glass can be used to help us better see small objects.







Standards Student Friendly “I Can” Statements From Molecules to Organisms: Structures and Processes K.LS1.1 Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gases).

From Molecules to Organisms: Structures and Processes

I can observe and identify differences between plants and animals. I can describe how plants and animals are different (locomotion, obtainment of food, and take in air/gases).


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K.LS1.2 Recognize differences between living and non-living materials and sort them into groups by observable physical attributes. K.LS1.3 Explain how humans use their five senses in making scientific findings. Heredity: Inheritance and Variation of Traits K.LS3.1 Make observations to describe that young plants and animals resemble their parents.

I can analyze a living thing’s physical properties and show whether it is living or non-living by sorting. [Living things: use energy (from water, food, and air), interact with their environment, grow, reproduce, and produce waste products. Non-living things do not.] I can explain the difference between abiotic non-living material and biotic dead things. (Non-living things never lived. Dead things once lived.) I can analyze both natural, non-living (abiotic) and natural, living or dead (biotic) materials found on or near school grounds, record them in my science notebook, and explain how they are non-living/abiotic or living or dead/biotic. I can name, sort, and create a chart of objects found in the school or on the school grounds as natural or manmade.

I can explain how humans use their five senses to help understand the world. Heredity: Inheritance and Variation of Traits I can observe and describe how young plants and animals look like their parents.


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Engineering Design K.ETS1.1 Ask and answer questions about the scientific world and gather information using the senses.

K.ETS1.2 Describe objects accurately by drawing and/or labeling pictures. Links Among Engineering, Technology, Science, and Society K.ETS2.1 Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

Engineering Design I can ask and answer questions about the scientific world. I can gather information by using my five senses. I can draw and label pictures of objects accurately. Links Among Engineering, Technology, Science, and Society I can use a magnifying glass to make observations and answer questions.

2019 - 2020, First Grade, Science, Quarter 1

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Big Ideas/Key Concepts in Quarter 1:

● Patterns can be observed in the day and night sky.

● Objects in the day and night sky change position.

● Objects in the sky can be observed by the use of a telescope, which provides greater detail of objects in the sky.






Earth’s Place in the Universe 1.ESS1.1 Use observations or models of the sun, moon, and stars to describe patterns that can be predicted. 1.ESS1.2 Observe natural objects in the sky that can be seen from Earth with the naked eye and recognize that a telescope, used as a tool, can provide greater detail of objects in the sky.

Earth’s Place in the Universe I can describe patterns in the sky that can be predicted by observation and modeling (drawing, physical movement, etc.). I can predict the position of the sun, moon, and stars based on my own observations. I can identify and use a telescope as a tool that helps us see objects in the sky in greater detail. I can classify items as to whether they appear in the daytime or nighttime sky. I can compare objects found in the day and night sky. (i.e. using a Venn diagram, chart, or graphic organizer)


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1.ESS1.3 Analyze data to predict patterns between sunrise and sunset and the change of seasons.

I can observe and record day and night observations from the sky in my science notebook/folder, using my science vocabulary (universe, sky, sun, clouds, moon, stars, planets, day, and night). I can predict seasonal patterns between sunrise and sunset based on observations, informational texts, and class discussions.


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● Light and heat energy from our Sun warm Earth’s surface.

● Light is required to make things visible.

● Some objects produce their own light, while other objects reflect light.

● Solve scientific problems by asking testable questions, making observations, and gathering information.

● Objects are transparent, translucent, opaque, and/or reflective.





• DC.2 Exhibit a positive mindset toward using technology that supports collaboration, learning, and productivity.





Energy 1.PS3.1 Make observations to determine how sunlight warms Earth’s surfaces (sand, soil, rocks, and water).

Energy I can observe how sunlight warms Earth’s surfaces (sand, soil, rocks, and water). I can observe how placing an object in direct sunlight may cause it to feel warmer than placing it in shade.


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Waves and Their Application in Technologies for Information Transfer 1.PS4.1 Use a model to describe how light is required to make objects visible. Summarize how illumination could be from an external light source or by an object giving off its own light.

1.PS4.2 Determine the effect of placing objects made with different materials (transparent, translucent, opaque, and reflective) in the path of a beam of light. Engineering Design 1.ETS1.1 Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.

Waves and Their Application in Technologies for Information Transfer I can model and describe how light makes objects visible. I can explain when light is reflected off a surface versus when an object gives off its own light. I can investigate and organize information about a variety of materials to categorize them as translucent, transparent, opaque, or reflective. I can design and carry out an experiment to investigate how different surfaces either reflect or absorb light. Engineering Design I can ask testable questions in order to solve a scientific problem. I can make short-term and long-term observations in order to solve a scientific problem. I can gather information in order to solve a scientific problem.


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● Plants have form and function which can be related to their parts.

● Plants have a life cycle.

● Changes in a plant’s environment may cause the plant to respond in different ways.

● Science tools can support an investigation when used appropriately.







From Molecules to Organisms: Structures and Processes 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). 1.LS1.2 Illustrate and summarize the life cycle of plants. 1.LS1.3 Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways. Links Among Engineering, Technology, Science, and Society 1.ETS2.1 Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

From Molecules to Organisms: Structures and Processes I can observe and identify the parts of a plant (roots, stems, leaves, flowers, fruits). I can connect the parts of a plant (roots, stems, leaves, flowers, fruits) with their function (taking in water and air, producing food, making new plants). I can create a model which summarizes the life cycle of plants. I can investigate how changes in the environment cause plants to respond in different ways. Links Among Engineering, Technology, Science, and Society I can use science tools (magnifying glass, basic balance scale) appropriately to make observations and answer testable questions.



● Plants need air, water, minerals, and light to grow and thrive.

● Plants can be classified by where they grow and the plants’ parts.

● Plants depend on their surroundings and other living things to meet their needs.





Ecosystems: Interactions, Energy, and Dynamics 1.LS2.1 Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive. 1.LS2.2 Obtain and communicate information to classify plants by where they grow (water, land) and the plant’s physical characteristics. 1.LS2.3 Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Ecosystems: Interactions, Energy, and Dynamics I can conduct an experiment to show how plants need air, water, minerals from soil, and light to grow and thrive. I can research and classify plants by where they grow (water, land) and the plant’s physical properties. I can identify the ways plants depend on their surroundings and other living things to meet their needs.

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2019 - 2020, Second Grade, Science, Quarter 1

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● Many animals use their body parts and senses in many important ways.

● Animals are classified based on their physical characteristics.

● Species have unique and diverse life cycles.

● Animals meet their needs by using their surroundings and other living things.

● Animals respond to changes in their environments.

● Traits are inherited from parents, but variations occur.







From Molecules to Organisms: Structures and Processes 2.LS1.1 Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. 2.LS1.2 Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates- insects) based on their physical characteristics.

From Molecules to Organisms: Structures and Processes I can observe and explain that many animals use their body parts and senses to meet their basic needs. (seek, find, and take in food, water, and air) I can describe how animals use their body parts and senses to engage with their surroundings (see, hear, grasp objects, protect themselves, move from place to place). I can research and classify animals according to their physical characteristics (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects).


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2.LS1.3 Use simple graphical representations to show that species have unique and diverse life cycles.

Ecosystems: Interactions, Energy, and Dynamics 2.LS2.1 Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. 2.LS2.2 Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).

Heredity: Inheritance and Variation of Traits 2.LS3.1 Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

I can use simple models to show that species have unique and diverse life cycles.

Ecosystems: Interactions, Energy, and Dynamics I can develop models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. I can predict what happens to animals when the environment changes (e.g. temperature change, cutting down trees, wildfires, pollution, salinity, drought, land preservation). Heredity: Inheritance and Variation of Traits I can use evidence to explain that living things have physical traits inherited from parents. I can determine that variations of these traits exist in groups of similar organisms.


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● Earth’s natural processes have a beginning and an end while some others are cyclical.

● Erosion is a problem which requires a human solution.

● Erosion changes the shape of a landform.

● Water is found in the ocean, rivers, streams, lakes, and ponds.

● Water can be found in liquid and solid states within bodies of water.

● By asking questions, making observations, and gathering accurate information, simple problems can be defined and solved.

● More complex problems need to be broken into smaller parts then pieced together again in order to reach a solution.








Earth’s Place in the Universe 2.ESS1.1 Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time. Earth’s Systems 2.ESS2.2 Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.

Earth’s Place in the Universe I can recognize that some of the natural processes that occur on Earth are cyclical, while others have a beginning and an end. I can differentiate that some natural events happen quickly, while others occur slowly over time. Earth’s Systems I can investigate how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another. I can explain how blowing wind and flowing water can change the shape of a landform.


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2.ESS2.3 Compare simple maps of different land areas to observe the shapes and kinds of land (rock, soil, sand) and water (river, stream, lake, pond). 2.ESS2.4 Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid. 2.ESS2.1 Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

I can explain how blowing wind and flowing water can affect the habitats of living things. I can use simple maps of different areas to compare differences in the types of land (rock, soil, sand) and water (river, stream, lake, and pond). I can research and explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid. I can compare the effectiveness of different solutions designed to slow or prevent wind or water from changing the shape of the land.


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● There is a cause and effect relationship between vibrating materials and sound.

● Light and sound travel in waves and send signals, which can be observed and investigated.

● Waves move in regular patterns.

● Defining a problem, drafting a solution, breaking a problem apart, and evaluating different solutions for strengths and weaknesses are all parts of the engineering design process.










Waves and Their Applications in Technologies for Information Transfer 2.PS4.1 Plan and conduct investigations to demonstrate the cause and effect relationship between vibrating materials (tuning forks, water, bells) and sound. 2.PS4.2 Use tools and materials to design and build a device to understand that light and sound travel in waves and can send signals over a distance. 2.PS4.3 Observe and demonstrate that waves move in regular patterns of motion by disturbing the surface of shallow and deep water.

Waves and Their Applications in Technologies for Information Transfer I can investigate the cause and effect relationship between vibrating materials (tuning forks, water, and bells) and sound. I can design and build a device to understand that light and sound travel in waves. I can design and build a device to understand that light and sound can send signals over a distance. I can show that waves move in regular patterns across the surface of shallow and deep water.


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Engineering Design 2.ETS1.1 Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. 2.ETS1.2 Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS1.3 Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together 2.ETS1.4 Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. Links Among Engineering, Technology, Science, and Society 2.ETS2.1 Use appropriate tools to make observations, record data, and refine design ideas. 2.ETS2.2 Predict and explain how human life and the natural world would be different without current technologies.

Engineering Design I can ask questions, make observations, and gather accurate information to define a situation people want to change. I can communicate my solutions to others by drawing, sketching, or constructing a model. I can solve a problem by focusing on each part of the problem, fixing it, and then bringing the parts back together. I can use evidence to find strengths and weaknesses of solutions to a design problem. I can compare the effectiveness of different solutions by pointing out their strengths and weaknesses. Links Among Engineering, Technology, Science, and Society I can use appropriate tools to make observations, record data, and refine design ideas. I can predict and explain how human life and the natural world would be different without current technologies.


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● Pushes and pulls can be evaluated when objects collide and are connected.

● Multiple pushes and pulls can have a variety of effects on an object’s movement or non-movement.

● Friction is both a way to produce heat and a way to increase/decrease the motion of an object.









Motion and Stability: Forces and Interactions 2.PS2.1 Analyze the push or the pull that occurs when objects collide or are connected. 2.PS2.2 Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.

Motion and Stability: Forces and Interactions I can design and carry out an investigation to explore the effects of pushing and pulling on one or more objects. I can analyze the push or pull that occurs when objects collide or are connected to one another. I can evaluate the effects of different strengths of a push or pull on an object’s motion. I can evaluate the effects of different directions of a push or pull on an object’s motion.


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2.PS2.3 Recognize the effect of multiple pushes and pulls on an object's movement or non-movement. Energy 2.PS3.1 Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects. 2.PS3.2 Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object.

I can recognize the effect of multiple pushes and pulls on an object’s movement or non-movement. Energy I can demonstrate how energy is related to a force (push or pull) that makes things go faster. I can demonstrate how increased energy results in faster speeds that can cause a bigger change in the shape of colliding objects. I can investigate friction to show it produces heat energy. I can investigate friction to show it reduces or increases the motion of an object.

2019 - 2020, Third Grade, Science, Quarter 1

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● Living things have forms and functions which support survival.

● There is a cause and effect relationship between an environment undergoing a natural change and organisms’ ability to survive.

● Living things, including humans, adapt to their environment and may have their resources affected by an environment.









From Molecules to Organisms: Structures and Processes 3.LS1.1 Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

From Molecules to Organisms: Structures and Processes I can analyze the internal and external parts of aquatic animals and plants which support survival, growth, behavior, and reproduction. (i.e. students research a plant and animal from the same biome.) I can analyze the internal and external parts of land animals and plants which support survival, growth, behavior, and reproduction. (i.e. students research a plant and animal from the same biome.)


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Ecosystems: Interactions, Energy, and Dynamics 3.LS2.1 Construct an argument to explain why some animals benefit from forming groups. Biological Change: Unity and Diversity 3.LS4.1 Explain the cause and effect relationship between a naturally changing environment and an organism's ability to survive. 3.LS4.2 Infer that plant and animal adaptations help them survive in land and aquatic biomes. 3.LS4.3 Explain how changes to an environment's biodiversity influence human resources.

Ecosystems: Interactions, Energy, and Dynamics I can construct an argument to explain why some animals benefit from forming groups (e.g. school of fish or herd of cattle). Biological Change: Unity and Diversity I can explain how a naturally changing environment may affect an organism’s ability to survive. I can infer from research that plant and animal adaptations help them survive in their biomes. I can explain how human resources are affected by changes to an environment and the kinds of living things found in it.


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Big Ideas/Key Concepts: ● Natural hazards impact humans and the environment, and solutions can be engineered to reduce a hazard’s impact. ● Design a solution to a real-world problem using the engineering design process. ● The water cycle on Earth is a series of events that impacts an environment and follows a repeatable pattern. ● Cloud types can be classified and associated with specific weather conditions. ● Weather and climate varies throughout different regions on Earth.

Embedded K-8 TN Computer Science Standards: AIT.1 Identify and define problems and form significant questions for investigation. AIT.2 Develop a plan to use technology to find a solution and create projects. AIT.6 Collect, organize, analyze, and interpret data to identify solutions and/or make informed decisions. AIT.7 Infer and predict or propose relationships with data. DC.1 Advocate, demonstrate, and routinely practice safe, legal, and responsible use of information and technology. DC.2 Exhibit a positive mindset toward using technology that supports collaboration, learning, and productivity. DC.3 Exhibit leadership for digital citizenship.


Earth and Human Activity 3.ESS3.1 Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment.

Earth and Human Activity I can research and explain how humans are impacted by natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods). I can research and explain how the environment is impacted by natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods).


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3.ESS3.2 Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment. Engineering Design 3.ETS1.1 Design a solution to a real-world problem that includes specified criteria for constraints. 3.ETS1.2 Apply evidence or research to support a design solution. Earth’s Systems 3.ESS2.1 Explain the cycle of water on Earth. 3.ESS2.2 Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, and nimbostratus) with weather conditions. 3.ESS2.3 Use tables, graphs, and tools to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate. 3.ESS2.4 Incorporate weather data to describe major climates (polar, temperate, tropical) in different regions of the world.

I can design a solution to reduce the impact of natural hazards on the environment (fires, landslides, earthquakes, volcanic eruptions, floods). **Apply the Engineering Design Standards found below** Engineering Design I can design a solution to a real-world problem including specific criteria for constraints. I can apply evidence from research to support a design solution. Earth’s Systems I can model the water cycle as a series of events that impacts an environment and follows a repeatable pattern. I can identify the form and function of major cloud types (cumulus, cumulonimbus, cirrus, stratus, and nimbostratus). I can associate major cloud types with weather conditions. I can use tables, graphs, and tools (anemometer, thermometer, rain gauge, barometer, and wind vane) to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate. I can describe major climates (polar, temperate, and tropical) in different regions of the world by using weather data.


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● Planets are classified as inner planets or outer planets according to patterns found in their physical properties.

● Matter is made up of particles too small to be seen.

● Solids, liquids, and gases have identifiable physical properties.

● Heating or cooling matter may cause changes that can be reversed, or changes that cannot be reversed.

● Matter has physical properties such as color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.









Earth’s Place in the Universe 3.ESS1.1 Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties. Matter and Its Interactions 3.PS1.1 Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.

Earth’s Place in the Universe I can research data on the planets in the solar system in order to sort them as inner or outer planets based on their physical properties. Matter and Its Interactions I can investigate and determine that matter is made up of particles too small to be seen. I can model and describe the properties (e.g. particle movement) of solids, liquids, and gases.


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3.PS1.2 Differentiate between changes caused by heating or cooling that can be reversed and that cannot. 3.PS1.3 Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.

I can investigate and explain the difference between changes caused by heating or cooling that can be reversed and those that cannot. I can describe and compare matter by its physical properties including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.

2019 – 2020, Third Grade, Science, Quarter 4

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Big Ideas/Key Concepts: ● Magnets have a cause and effect relationship with other magnets and that interaction can be applied to solve a problem. ● Use the engineering design process to solve real world problems. ● Energy is present when objects move, and can be transferred from one object to another. ● Electricity is a form of energy and can be converted to other forms of energy using open or closed simple circuits. ● Magnets can affect the position and movement of objects with certain properties, even without touching those objects. ● Identify the parts of the respiratory and circulatory systems and their functions within the human body, as well as form the basis for understanding human health. (WCS Standard)














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Motion and Stability: Forces and Interactions 3.PS2.1 Explain the cause and effect relationship of magnets. 3.PS2.2 Solve a problem by applying the use of the interactions between two magnets. Energy 3.PS3.1 Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. 3.PS3.2 Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.

Motion and Stability: Forces and Interactions I can investigate the cause and effect relationship of magnets. I can identify and solve a problem by using the interactions between two magnets. Energy I can recognize that energy is present when objects move. I can describe the effects of energy transfer from one object to another. I can describe energy transfer by waves (e.g. sound, mechanical, and electromagnetic radiation waves). I can analyze energy transfer during a collision between a moving object and an object at rest. I can describe energy transfer by electric currents. I can use open or closed simple circuits to design, test, and refine a device that converts electrical energy to another form of energy.


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3.PS3.3 Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet. Links Among Engineering, Technology, Science, and Society 3.ETS2.1 Identify and demonstrate how technology can be used for different purposes. Human Body Systems 3.WCE.SC.1 Identify the parts of the respiratory system and their functions. 3.WCE.SC.2 Identify the parts of the circulatory system and their functions.

I can evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet. I can build a simple electromagnet and explain the interaction of electricity and magnetism. Links Among Engineering, Technology, Science, and Society I can identify and demonstrate how technology can be used for different purposes. Human Body Systems I can identify and label the parts of the respiratory system (e.g. lungs, trachea, bronchi, and diaphragm). I can explain the functions of the parts of the respiratory system. I can identify and label the parts of the circulatory system (e.g. heart, blood vessel, artery, vein, capillary, platelets, and plasma). I can explain the functions of the parts of the circulatory system.


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3.WCE.SC.3 Identify the parts of the ear and how each part functions in hearing.

I can identify the parts of the ear and how they function together to provide hearing, which includes: the inner ear, the middle ear and the outer ear. (The inner parts are: the cochlea, and the semicircular canals. The middle ear parts are: the eardrum, the ossicles and the Eustachian tube. The outer ear parts are: the auricle and the ear canal.) I can correctly label a diagram of the ear including the: cochlea, semicircular canal, eardrum, ossicles, Eustachian tube, auricle and ear canal.

2019 - 2020, Fourth Grade, Science, Quarter 1

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● Photosynthesis is the process that enables plants to use carbon dioxide, water, and energy from the sun to produce sugars, plant

materials, and waste (oxygen).

● Energy flows through an ecosystem by means of photosynthesis and food chains on both land and water.

● All life is interdependent and interacts with the environment.

● Fossils provide information, especially about types of life and their environment in the past.








Ecosystems: Interactions, Energy, and Dynamics 4.LS2.1 Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. 4.LS2.2 Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Ecosystems: Interactions, Energy, and Dynamics I can model the process by which plants use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen). I can argue from evidence that plants undergo photosynthesis, and that this process is vital to plants for growth and reproduction. I can model a food chain to show how energy is transferred among living things within a land ecosystem and a water ecosystem. (producers, herbivores, carnivores, omnivores, decomposers)


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4.LS2.3 Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. 4.LS2.4 Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem. 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.

Biological Change: Unity and Diversity 4.LS4.1 Obtain information about what a fossil is and ways a fossil can provide information about the past.

I can expand my food chain model to show that living things which are part of a food chain are also part of a larger interconnected food web. (producers, consumers, decomposers) I can develop an explanation for how living things are able to have their needs met if a food web is stable. I can investigate and create models to show how the introduction or removal of a species within an ecosystem can damage the ecosystem’s balance. I can research and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what adaptations organisms can use to affect their ability to survive and reproduce. Biological Change: Unity and Diversity I can make observations and obtain information to determine what a fossil is and how it can provide information about the past.


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● The surface of Earth changes due to weathering, tectonic plate movement, organisms, and other natural phenomena.

● Erosion and deposition naturally occur over long periods of time and have changed landscapes and landforms.

● The Earth has four distinctive layers: crust, mantle, outer core, and inner core.

● There are renewable and nonrenewable resources found in nature that provide energy and/or fuel for human activities. ● Humans impact the environment in both positive and negative ways.











Earth’s Systems 4.ESS2.4 Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.

Earth’s Systems I can analyze and interpret data on the four layers of Earth, including thickness, composition, and physical states of these layers. I can use data to differentiate between the four layers of Earth: crust, mantle, outer core, and inner core.


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4.ESS2.2 Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns. 4.ESS2.3 Provide examples to support the claim that organisms affect the physical characteristics of their regions. 4.ESS2.1 Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation. 4.ESS1.1 Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms. Earth and Human Activity 4.ESS3.1 Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals). 4.ESS3.2 Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.

I can analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, the placement of volcanoes, and earthquakes to describe patterns of these features and their locations. I can defend the claim that organisms affect the physical characteristics of their regions by providing examples from research. I can collect and analyze evidence that rocks, soils, and sediments are broken into smaller pieces by mechanical weathering. (e.g. frost wedging, abrasion, tree root, wedging) I can describe how small pieces of rocks, soils, and sediments are transported by water, ice, wind, gravity, and vegetation. I can argue from evidence that erosion & deposition naturally occur over long periods of time, and that they can significantly impact landscapes and landforms. (weathering, transportation) Earth and Human Activity I can gather information to describe that energy and fuels are derived from natural resources. I can differentiate between renewable (sunlight, wind, water) and nonrenewable (fossil fuels, minerals) resources. I can create an argument, using evidence from research, that human activity (i.e. farming, mining, and building) can affect the land and ocean in both positive and negative ways.


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● The interaction between Earth and the Sun causes a pattern of day and night as well as predictable changes in shadow length.

● Waves have properties, such as amplitude, wavelength, and direction.

● Light waves travel in straight lines, which in turn affects what is visible to our eyes.

● Light waves bend when they encounter a lens, and this principle can be used to develop technology to help humans see more clearly.











Earth’s Place in the Universe 4.ESS1.2 Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.

Earth’s Place in the Universe I can use a model to explain how the orbit and rotation of the Earth causes a pattern such as day & night. I can investigate how the orbit and rotation of the Earth causes a pattern in the length & direction of shadows over a day.


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Waves and their Application in Technologies for Information Transfer 4.PS4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction. 4.PS4.2 Describe how the colors of available light sources and the bending of light waves determine what we see.

4.PS4.3 Investigate how lenses and digital devices like computers or cell phones use waves to enhance human senses.

Waves and their Application in Technologies for Information Transfer I can use a variety of materials to model and demonstrate the properties of a simple wave (i.e. amplitude, wavelength, direction). I can investigate the effects of different colored light sources on what is seen.

I can model how light waves that travel in straight lines bend when they travel through a prism and/or lens. I can investigate how lenses and devices like computers or cell phones use waves to help humans see more clearly.


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Big Ideas/Key Concepts: ● There is a cause and effect relationship between the speed of an object and the energy of an object. ● The two types of energy of motion are kinetic and potential, and they have an inverse relationship regarding an object. ● Differences among these two types of energy can be predicted, measured, and described through an investigation. ● The Engineering Design Process is used to generate multiple solutions to a defined problem with criteria and constraints. ● Through the Engineering Design Process, different solutions are categorized according to their effectiveness in meeting a problem’s

criteria and constraints. ● Tools and measurements, when used appropriately, can develop an accurate model of a solution to a problem. ● Engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands. ● Identify the parts of the skeletal and muscular systems and their functions within the human body, as well as form the basis for

understanding human health. (WCS Standard)












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Energy 4.PS3.1 Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object. 4.PS3.2 Observe and explain the relationship between potential energy and kinetic energy. 4.PS3.3 Describe how stored energy can be converted into another form for practical use. Engineering Design 4.ETS1.1 Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints.

Energy I can explain by using evidence the cause and effect relationship between the speed of an object and the energy of an object. I can observe and explain the relationship between potential and kinetic energy. **Apply the Engineering Standards found below and on the following page** I can carry out an investigation to demonstrate the difference between potential and kinetic energy. **Apply the Engineering Standards found below and on the following page** I can describe how stored energy can be converted into another form for practical use. **Apply the Engineering Standards found below and on the following page** Engineering Design I can categorize how effective design solutions are by comparing them to specified criteria for constraints. **Embed with the Energy Standards found above**


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Links Among Engineering, Technology, Science, and Society 4.ETS2.1 Use appropriate tools and measurements to build a model. 4.ETS2.2 Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints. 4.ETS2.3 Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones). Human Body Systems 4.WCE.SC.1 Identify the parts of the skeletal system and their functions.

Links Among Engineering, Technology, Science, and Society I can build a model to solve a problem using appropriate tools and measurements. **Embed with the Energy Standards found above** I can determine the effectiveness of multiple solutions to a design problem given the criteria and constraints. **Embed with the Energy Standards found above** I can explain how engineers have improved existing technologies to increase their benefits (i.e., artificial limbs). I can explain how engineers have improved existing technologies to decrease known risks (i.e., seatbelts). I can explain how engineers have improved existing technologies to meet societal demands (i.e., cell phones). Human Body Systems I can identify and investigate the parts of the skeletal system and their functions. I can correctly label a diagram of the skeletal system including the following: skull, mandible, vertebrae, sternum, ribs, vertebral column,


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4.WCE.SC.2 Identify the parts of the muscular system and their functions.

carpal, phalanges, tarsal, metatarsals, fibula, tibia, knee, femur, wrist, ulna, radius, elbow, humerus, scapula, and maxilla. I can identify and investigate the parts of the muscular system and their functions, including skeletal, smooth, and cardiac muscles.

I can correctly label a diagram of the muscular system, including skeletal, smooth, and cardiac muscles.

2019 - 2020, Fifth Grade, Science, Quarter 1

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Big Ideas/Key Concepts: ● Animal responses can be compared and contrasted as either being inherited or learned. ● Offspring inherit traits from their parents. ● Traits can be inherited or learned (environmental). ● Organisms that change with their environments may be better adapted to survive. ● Engineers use a variety of technologies, even simple technologies, to solve problems. ● Fossils can help us determine how rock strata were formed.








From Molecules to Organisms: Structures and Processes 5.LS1.1 Compare and contrast animal responses that are instinctual versus those that are gathered through the senses, processed, and stored as memories to guide their actions. Heredity: Inheritance and Variation of Traits 5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Apply this concept by giving examples of characteristics of living organisms that are influenced by both inheritance and the environment.

From Molecules to Organisms: Structures and Processes I can research and evaluate both types of animal responses (instinctive and learned) and explain that a learned response is gathered through the senses, processed, and stored as memories to guide an animal’s actions. Heredity: Inheritance and Variation of Traits I can research and evaluate inherited traits and those traits that result from a direct interaction with the environment. I can give examples of traits of living organisms that are influenced by both inheritance and the environment.


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5.LS3.2 Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. Biological Change: Unity and Diversity 5.LS4.2 Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. 5.LS4.1 Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. Earth’s Place in the Universe 5.ESS1.7 Use evidence from the presence and location of fossils to determine the order in which rock strata were formed.

I can provide evidence through research and direct investigation that plants and animals have traits inherited from parents.

Biological Change: Unity and Diversity I can use evidence to support the explanation that some kinds of animals survive well, some survive less well, and some cannot survive at all in an environment that has changed. I can design a model to illustrate how an animal’s physical characteristics enable it to survive in a particular environment. I can analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. I can compare similarities and differences of fossils to living organisms and their environments. I can show that most kinds of animals (and plants) that once lived on Earth are now extinct. Earth’s Place in the Universe I can determine the order in which rock strata were formed based on evidence from the presence and location of fossils.


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● Matter can undergo phase changes between a solid, liquid, or gas, and these changes can be explained.

● The Law of Conservation of Mass is explored to demonstrate that matter cannot be lost or regained.

● Two or more substances that are mixed together may result in a mixture with a change of certain properties.

● Different variables affect dissolving solids into liquids; this can be shown through a design process.

● Technology has advanced through the years to make what cannot be seen by the naked eye visible.










Matter and Its Interactions 5.PS1.1 Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas.

Matter and Its Interactions I can analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas. I can understand matter is made up of particles too small to be seen and that matter changes state when physical conditions change, i.e.: when the temperature of a system increases or decreases.


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5.PS1.2 Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish. 5.PS1.3 Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids. 5.PS1.4 Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties.

I can analyze and interpret data to show matter is conserved even when a change in form takes place, including instances where matter seems to vanish (i.e. Law of Conservation of Mass). I can design a process to measure how temperature, particle size, and/or stirring affect the rate of dissolving solids into liquids. I can investigate and interpret the results of an experiment where two or more substances were mixed together to determine what type of property change(s) took place.


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● Both balanced and unbalanced forces affect the motion of objects.

● Using the engineering design process, students can design a solution for a problem involving forces and interactions.

● Using simple hand and measuring tools, a prototype of a solution can be constructed, tested to discover a point of failure, and revised

with that failure point in mind to improve its overall effectiveness.

● On Earth, the force of gravity is directed towards the Earth’s center.

● Gravity interacts with mass and distance; these can be analyzed.













Motion and Stability: Forces and Interactions 5.PS2.1 Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects. 5.PS2.2 Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Motion and Stability: Forces and Interactions I can design and evaluate a test showing the effects of balanced and unbalanced forces on the speed and direction of motion of objects. I can design a solution to a real-world problem using balanced and unbalanced forces on the motion of an object. **Apply the Engineering Design standards found on page 2. ** I can observe and measure an object’s motion to predict future motion.


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5.PS2.3 Use evidence to support that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. 5.PS2.4 Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. 5.PS2.5 Explain how forces can create patterns within a system (moving in one direction, shifting back and forth, or moving in cycles), and describe conditions that affect how fast or slowly these patterns occur.

Engineering Design 5.ETS1.1 Research, test, retest, and communicate a design to solve a problem. 5.ETS1.2 Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype. 5.ETS1.3 Describe how failure provides valuable information toward finding a solution. Links Among Engineering, Technology, Science, and Society 5.ETS2.1 Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology

I can analyze data to provide evidence that a pattern can be used to predict future motion. I can support with evidence the claim that the gravitational pull of Earth is directed toward Earth’s center. I can explain the cause and effect relationship of mass and distance as they relate to gravity. I can model how forces can create patterns within a system, i.e. moving in one direction, shifting back and forth, or moving in cycles. I can use my model to describe conditions affecting how fast or slowly patterns within a system occur. Engineering Design I can research, test, retest, and communicate a design to solve a problem. I can plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered in order to identify which elements need to be improved. I can apply the results of tests to redesign a prototype. I can through direct investigation show how failure provides valuable information toward finding a solution. Links Among Engineering, Technology, Science, and Society I can use appropriate measuring tools, simple hand tools, and fasteners to build a prototype of a new or improved technology.


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Big Ideas/Key Concepts: ● Earth has a specific place in the Universe, which can explain relative distance and why the Sun appears brighter than other stars. ● Different bodies in our solar system can be categorized based on their physical properties and motion. ● The positions of the Sun, moon, and Earth affect what we see in the day and night sky, including positions of constellations. ● The cause of changes in day lengths and seasons can be researched and observed. ● The tilt of the Earth’s axis as it revolves around the Sun impacts how much direct sunlight a location receives throughout a year. ● By engaging in the Engineering Design Process, engineers create prototypes to solve a problem using hand tools, measuring devices, and

fasteners. They test these designs and look for failure points as well as opportunities for revision. ● The nervous and digestive systems have unique functions within the human body that contribute to health. (WCS Standards)








Earth’s Place in the Universe 5.ESS1.1 Explain that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth.

Earth’s Place in the Universe I can compare the Sun’s brightness and proximity to Earth to that of other stars (i.e. absolute and apparent magnitude).


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5.ESS1.2 Research and explain the position of the Earth and the solar system within the Milky Way galaxy, and compare the size and shape of the Milky Way to other galaxies in the universe. 5.ESS1.3 Use data to categorize different bodies in our solar system including moons, asteroids, comets, and meteoroids according to their physical properties and motion. 5.ESS1.4 Explain the cause and effect relationship between the positions of the Sun, Earth, and moon and resulting eclipses, position of constellations, and appearance of the moon.

I can identify the four major star types relating to the stellar life cycle (i.e. main sequence, giant, super giant, and white dwarf stars). I can research and explain the position of the Earth and the solar system within the Milky Way galaxy. I can compare the size and shape of the Milky Way to other galaxies in the universe. I can identify four major galaxy types based on their characteristics (i.e. spiral, elliptical, lenticular, and irregular galaxies). I can research information on different objects found in our solar system (moons, asteroids, comets, and meteoroids) to categorize them based on their physical properties and motion. I can use a model to explain that the positions of the Earth, moon, and Sun affect what we see in the day and night sky, including the position of constellations. I can model the phases of the moon as a cycle and as a cause and effect relationship between the positions of the Earth, moon, and Sun. I can model solar and lunar eclipses as a cycle and as a cause and effect relationship between the positions of the Earth, moon, and Sun.


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5.ESS1.5 Relate the tilt of the Earth’s axis, as it revolves around the Sun, to the varying intensities of sunlight at different latitudes. Evaluate how this causes changes in day-lengths and seasons. 5.ESS1.6 Use tools to describe how stars and constellations appear to move from the Earth’s perspective throughout the seasons. Links Among Engineering, Technology, Science, and Society 5.ETS2.2 Describe how human beings have made tools and machines (x-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently. 5.ETS2.3 Identify how scientific discoveries lead to new and improved technologies. Human Body Systems 5.WCE.SC.1 Identify the parts of the nervous system and their functions.

I can connect the tilt of the Earth’s axis as it revolves around the Sun to the amount of sunlight a location receives throughout the year. I can use tools (telescope and star chart) to describe how stars and constellations appear to move from the Earth’s perspective throughout the seasons. Links Among Engineering, Technology, Science, and Society I can describe how tools, technology, and inventions are always being developed to help answer new questions and solve problems more quickly or efficiently. I can create a chart showing how scientific discoveries have led to new and improved technologies. Human Body Systems I can identify the parts of the nervous system (nervous system, brain, spinal cord, neurons) and their functions. I can correctly label a diagram of the nervous system.


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5.WCE.SC.2 Identify the parts of the digestive system and their functions.

I can identify the parts of the digestive system (teeth, tongue, throat, esophagus, stomach, large intestine, small intestine) and their functions. I can correctly label a diagram of the digestive system.

2019 - 2020, kindergarten, science

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