Science Framework Alignment k-2 2013-2

Science Framework Curriculum Alignment Tool (K-2) 2013
Dimension 1 SCIENTIFIC AND ENGINEERING PRACTICES is represented in Appendix F Dimension 2 CROSSCUTTING CONCEPTS THAT HAVE COMMON APPLICATION ACROSS FIELDS is represented in Appendix G Dimension 3 CORE IDEAS IN FOUR DISCIPLINARY AREAS is represented in Appendix E
Contents
Appendix E Progressions within the Next Generation Science Standards .................................................................................................................. 3 Earth Space Science Progression ....................................................................................................................................................................................... 3 Life Science Progression ...................................................................................................................................................................................................... 5 Physical Science Progression .............................................................................................................................................................................................. 9 Appendix F - Science and Engineering Practices.............................................................................................................................................................. 12 Science and Engineering Practices 1 ............................................................................................................................................................................... 12 Science and Engineering Practices 2 ............................................................................................................................................................................... 13 Science and Engineering Practices 3 ............................................................................................................................................................................... 15 Science and Engineering Practices 4 ............................................................................................................................................................................... 17 Science and Engineering Practices 5 ............................................................................................................................................................................... 19 Science and Engineering Practices 6 ............................................................................................................................................................................... 21 Science and Engineering Practices 7 ............................................................................................................................................................................... 23 Science and Engineering Practices 8 ............................................................................................................................................................................... 25 Appendix G Crosscutting Concepts ................................................................................................................................................................................... 27 Appendix H Nature of Science Matrix ............................................................................................................................................................................... 29 Understandings about the Nature of Science most closely associated with Practices ............................................................................................... 29 Understandings about the Nature of Science most closely associated with Crosscutting Concepts .......................................................................... 31
Curriculum Alignment Tool for the 2013 NGSS Core Framework

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How to use this document for completion of alignment assignment for NSC 200.
What is the goal of this assignment? To force you to examine the new Framework of objectives adopted by the State of Michig an so you have familiarity with the three following concepts: 1. the wording of the objectives (therefore their meaning as well), 2. the grade cluster organization (some of the objectives in the cluster become your grade level targets as you work with your future colleagues in your district to sort out who will be responsible for teaching which specific objectives in that cluster), 3. the opportunity to practice integrating your lessons with the framework (which, as a new teacher is very likely; these lessons will most likely be some combination of old ones of which you shift the focus and therefore assessment to accommodate the wording and meaning of the objectives, or new ones created with the specific meaning of the objectives in mind.) What is expected for this class? 1. In the column, Specific lesson that addresses this objective for mastery you will type in a title to a lesson that accurately addresses the specific concept in the column titled, Concepts for grades K-2. a. If, from a previous class, you have a ready to go lesson, you may insert the title of the lesson in the proper cell with a brief summary of the lesson added highlighting how the targeted concept is taught. b. If you do not have a previous lesson, please use one of the demonstrations used in this class; again, inserting the title in the appropriate cell along with a brief summary highlighting how the targeted concept is taught. (Some sources are the NSTA textbooks, Spangler, Flinn, etc.) 2. In the column titled, Introduce? Mastery? Both? We are asking you to declare the depth of learning you are expecting from your students after the lesson. a. Introduce in this case means that the assessment after the lesson will hold them accountable for knowledge and skills confined to primarily the recall or identify level. b. At the mastery level students should be able to correctly and completely: explain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, contrast, describe, analyze, categorize, identify, create, invent, plan, construct, or design. c. Both, of course, means that you will assure depth of learning after introducing a specific concept in the lesson. What you declare in this column is directly connected to the next column, assessment 3. In the column titled, Assessment item which demonstrates mastery of learning you are to briefly describe how you will assess students learning of the targeted concept coupled with your expectation of learning level (i.e. introduce or mastery). Please choose from among the following verbs when making your assessment description: recall, identify, explain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, contrast, describe, analyze, categorize, identify, create, invent, plan, construct, or design.

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Framework Description
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Concepts for grades K-2
Specific lesson that addresses this objective for mastery
Introduce? Mastery? Both?
Assessment item which demonstrates mastery of learning
Appendix E Progressions within the Next Generation Science Standards Earth Space Science Progression ESS1.A The universe and its stars
K-2 1. Patterns of movement of the sun, moon and stars as seen from Earth can be observed, described and predicted
ESS1.B Earth and the solar system
2.
ESS1.C The history of planet Earth
3.
Some events on Earth occur in cycles while some are discrete events, any of which can occur over varying time scales
A Cloud in the Hand. http://www.flinnsci.com/media/396251/es10108.pdf In this activity I will demonstrate to my focus group how clouds are formed. This will aid my class in learning how rain is formed and how pressure plays a role in weather.
Introduce
I will have my class draw a picture of clouds and rain. Also I will have them label where pressure comes into play.

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Introduce? Mastery? Both? Both
ESS2.A Earth materials and systems
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The materials and resources found in association with landforms provide homes for plants and animals
All Cracked Up. Project Earth Science Geology Textbook. Using an egg to demonstrate to my class that there are three main sections to the planet; the core, mantle, and crust.
ESS2.B Plate tectonics and large-scale system interactions
5.
Wind and water carry natural materials that influence landforms and what can live in a location
A Voyage Through Time Project Earth Science Geology Textbook. Using construction paper with cutouts of the continents and plates I will demonstration and explain to the students of my class how the world as we know it now came to be and how different continents got their shapes and terrain. Also I will explain the difference between plates and continents.
Both
Assessment item which demonstrates mastery of learning After the demonstration I will have the class reconstruct the earth using the three parts (crust, mantle, and core) using a construction paper. After showing the students how the Supercontinent Pangaea broke apart and formed what we have now, I will have them work in groups to reassemble the plates to form the supercontinent.
ESS2.C The roles of water in Earths surface processes
6.
Water is found in many places and forms on Earth;
ESS2.D Weather and climate
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Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time; People record weather patterns over time
Making Gas. Project Earth Science Meteorology Textbook. In this demonstration I will show the class how the Earths atmosphere was created by having them create a gas using Antacid tablets and water.
Introduce
I will have the class draw pictures of the different parts of the atmosphere using selected colors for the different gases.

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ESS2.E Biocenology
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ESS3.A Natural resources
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Plants and animals depend on the resources in the place they live and can change their local environment Humans use natural resources for everything they do
ESS3.B Natural hazards
10.
ESS3.C Human impacts on Earth systems
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ESS3.D Global climate change
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In a region, some kinds of severe weather are more likely than others; Forecasts allow communities to prepare Things people do can affect the environment but they can make choices to reduce their impacts N/A
Life Science Progression
K-2

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LS1.A Structure and function
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All organisms have external parts that they use to perform daily functions. Organisms have predictable characteristics at different stages of development; Parents and offspring often engage in behaviors that help the offspring survive. Growing Bacteria in Petri Dishes https://www.stevespanglerscience.com/lab/experiments/growingbacteria In this demonstration I will introduce my students to organisms and have them grow their very own in the classroom. Using a petri dish and adding some nutrient agar to show how organisms grow. This will allow them to gain a better understanding of not only organisms but also the importance of washing ones hands. Both Over the course of a few weeks I will have the class observe and take notes on how their personal creations are doing. Then after the end of semester I will have them right a short story about the life of their petri dish organism.
LS1.B Growth and development of organisms
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LS1.C Organization for matter and energy flow in organisms LS1.D Information processing
15.
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Animals obtain food they need from plants or other animals; Plants need water and light. Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive.

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LS2.A Interdependent relationships in ecosystems
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Animals use their senses and body parts to get what they need; Organisms depend on their surroundings to obtain the materials they need to grow and survive; Different plants survive better in different settings due to their varied needs.
LS2.B Cycles of matter and energy transfer in ecosystems LS2.C Ecosystem dynamics, functioning, and resilience LS2.D Social interactions and group behavior
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The places where plants and animals live often change, and if they change too much, organisms may die. Being part of a group helps animals obtain food, defend themselves, and cope with changes.

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LS3.A Inheritance of traits
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Young organisms are very much, but not exactly, like their parents and also resemble other organisms of the same kind.
LS3.B Variation of traits
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LS4.A Evidence of common ancestry and diversity
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LS4.B Natural selection
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Some living organisms resemble organisms that once lived on Earth. NA
LS4.C Adaptation
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NA

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LS4.D Biodiversity and humans
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A range of different organisms live in different places.
Physical Science Progression PS1.A Structure of matter (includes PS1.C Nuclear processes)
K-2 27. Matter exists as different substances as exhibited by their observable properties. Different properties are suited to different purposes. Heating and cooling substances cause changes that are sometimes reversible and sometimes not. Pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it.
PS1.B Chemical reactions
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PS2.A Forces and motion
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The Spinning Can Lenzs Law Demonstration http://www.flinnsci.com/media/396336/ps10240.pdf This activity will help me demonstrate the unseen magnetic forces that are all around us and can be used to do extraordinary things. Using a heavy gauge can and a magnet I awe students with what seems like magic and move the can without touching it. I will then show them that it was not magic just the invisible force called magnetism.
Introduce
I will have the class use magnets to move objects around the classroom without using their hands.

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Introduce? Mastery? Both? Introduce
PS2.B Types of interactions
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Jedi Training-Make a Light Saber https://www.stevespanglerscience.com/lab/experiments/jeditraining-light-saber This fun and entertaining demonstration will allow me to show my class how energy is can be transformed from a something invisible to something they can see. With an aluminum can, a ring pop, some house hold wire, and a device ordered off of Steve Spangles site; I will build a light saber for the class. Then I will go step by step and tell them just how it works and show them how they too can be a Jedi.
Assessment item which demonstrates mastery of learning I will have my class draw a picture of how they think the light saber works. Then after I demonstrate it and show them the real magic I will have them draw a second picture of how it really works and compare their tow drawings.
PS2.C Stability & instability in physical systems
31.
A change in motion of an object can depend on the effects of multiple forces. NA
PS3.A Definitions of energy
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PS3.B Conservation of energy and energy transfer
33.
Sunlight warms Earths surface.
Why is it Hotter at the Equator Than at the Poles? Project Earth Science Meteorology Textbook. In this demonstration I will show my class how the angle of the light given off by the sun affects the temperature of a certain point on the earth differently then another point. Using a globe and a flashlight I will show them how the angle affects how quickly a point is warmed up and how the tilt and rotation of the Earth plays into the equation.
Mastery
After the demonstration I will handout a sheet with several different points with the angle of light given. I will have the class put in order which is the coldest to hottest.

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PS3.C Relationship between energy and forces
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Bigger forces cause bigger changes in an objects motion or shape. Friction warms surfaces.
PS3.D Energy in chemical processes and everyday life PS4.A Wave properties
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36.
PS4.B Electromagnetic radiation
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PS4.C Information technologies and instrumentation
38.
Waves are regular patterns of motion which can be made in water by disturbing the surface. Sound can make matter vibrate, and vibrating matter can make sound. Light travels from place to place; interactions of light with macroscopic objects. People use devices and senses to send and receive information.

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Appendix F Science and Engineering Practices Science and Engineering Practices 1
K2 Condensed Practices

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Introduce? Mastery? Both? Mastery
Asking Questions and Defining Problems A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas. Science and Engineering Practices 2
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Asking questions and defining problems in grades K2 builds on prior experiences and progresses to simple descriptive questions that can be tested. * Ask questions based on observations of the natural and/or designed world. * Define a simple problem that can be solved through the development of a new or improved object or tool.
Assessment item which demonstrates mastery of learning After the demonstration I will handout a sheet with several different points with the angle of light given. I will have the class put in order which is the coldest to hottest.

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Developing and 40. Modeling in K2 A Voyage Through Time Using Models builds on prior Project Earth Science Geology Textbook. A practice of both experiences and Using construction paper with cutouts of the continents and plates I science and progresses to will demonstration and explain to the students of my class how the engineering is to include world as we know it now came to be and how different continents use and construct identifying, using, got their shapes and terrain. Also I will explain the difference models as helpful and developing between plates and continents. tools for models that representing represent ideas and concrete events or explanations. design solutions. These tools * Distinguish include diagrams, between a model drawings, and the actual physical replicas, object, process, mathematical and/or events the representations, model represents. analogies, and * Compare computer models to identify simulations. common features Modeling tools and differences. are used to * Develop and/or develop use models (i.e., questions, diagrams, predictions and drawings, physical explanations; replicas, dioramas, analyze and dramatizations, or identify flaws in storyboards) that systems; and represent communicate amounts, ideas. Models are relationships, used to build and relative scales revise scientific (bigger, smaller), explanations and and/or patterns in proposed the natural and engineered designed worlds. systems. * Develop a Measurements simple model that Curriculum Alignment Tool for the 2013 NGSS Grade Cluster K-2 and observations represents a Core Framework rev. 3/17/2014 are used to revise proposed object models and or tool. designs.
Assessment item which demonstrates mastery of learning After showing the students how the Supercontinent Pangaea broke apart and formed what we have now, I will have them work in groups to reassemble the plates to form the supercontinent.
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Science and Engineering Practices 3

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Planning and Carrying Out Investigations Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions.
Planning and Growing Bacteria in Petri Dishes carrying out https://www.stevespanglerscience.com/lab/experiments/growinginvestigations to bacteria answer questions In this demonstration I will introduce my students to organisms and or test solutions to have them grow their very own in the classroom. Using a petri dish problems in K2 and adding some nutrient agar to show how organisms grow. This builds on prior will allow them to gain a better understanding of not only experiences and organisms but also the importance of washing ones hands. progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. * With guidance, design and conduct investigations in collaboration with peers. * Design and conduct investigations collaboratively. * Evaluate different ways of observing and/or measuring an attribute of interest. * Make direct or indirect observations and/or measurements to collect data, which Curriculum Alignment Tool for the 2013 NGSS Grade Cluster K-2 can be used toCore Framework rev. 3/17/2014 make comparisons. * Identify questions and
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Assessment item which demonstrates mastery of learning Over the course of a few weeks I will have the class observe and take notes on how their personal creations are doing. Then after the end of semester I will have them right a short story about the life of their petri dish organism.
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Analyzing and 42. Analyzing data in Making Gas. Interpreting Data K2 builds on Project Earth Science Meteorology Textbook. Scientific prior experiences In this demonstration I will show the class how the Earths investigations and progresses to atmosphere was created by having them create a gas using Antacid produce data that collecting, tablets and water. must be analyzed recording, and in order to derive sharing meaning. Because observations. data patterns and * Use and share trends are not pictures, always obvious, drawings, and/or scientists use a writings of range of tools observations. including * Use tabulation, observations to graphical describe patterns interpretation, and/or visualization, and relationships in statistical the natural and analysisto designed worlds identify the in order to answer significant scientific features and questions and patterns in the solve problems. data. Scientists * Make identify sources measurements of of error in the length to quantify investigations data. and calculate the * Analyze data degree of from tests of an certainty in the object or tool to results. Modern determine if a technology makes proposed object the collection of or tool functions large data sets as intended. much easier, providing secondary Curriculum Grade Cluster K-2 sources for Alignment Tool for the 2013 NGSS Core Framework rev. 3/17/2014 analysis. Engineering investigations include analysis
Assessment item which demonstrates mastery of learning I will have the class draw pictures of the different parts of the atmosphere using selected colors for the different gases.
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Using Mathematics and Computational Thinking In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.
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Mathematical and computational thinking at the K 2 level builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world * Decide when to use qualitative vs. quantitative data. * Use counting and numbers to identify and describe patterns in the natural and designed worlds. * Describe, measure, and compare quantitative attributes of different objects and display the data using simple graphs. * Use quantitative data to compare two alternative solutions to a problem.
Assessment item which demonstrates mastery of learning I will have my class draw a picture of clouds and rain. Also I will have them label where pressure comes into play.

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Constructing 44. Constructing The Spinning Can Explanations and explanations and Lenzs Law Demonstration Designing designing http://www.flinnsci.com/media/396336/ps10240.pdf Solutions solutions in K2 This activity will help me demonstrate the unseen magnetic forces The end-products builds on prior that are all around us and can be used to do extraordinary things. of science are experiences and Using a heavy gauge can and a magnet I awe students with what explanations and progresses to the seems like magic and move the can without touching it. I will then the end-products use of evidence or show them that it was not magic just the invisible force called of engineering are ideas in magnetism. solutions. constructing The goal of explanations and science is the designing construction of solutions. theories that * Use information provide from direct or explanatory indirect accounts of the observations to world. A theory construct becomes explanations. accepted when it * Use tools and has multiple lines materials of empirical provided to design evidence and a device or greater solution to a explanatory specific problem. power of * Distinguish phenomena than between opinions previous theories. and evidence in The goal of ones own engineering explanations. design is to find a * Generate and systematic compare multiple solution to solutions to a problems that is problem. based on scientific knowledge and models of the Curriculum Alignment Tool for the 2013 NGSS Core Framework Grade Cluster K-2 material world. rev. 3/17/2014 Each proposed solution results from a process of balancing
Assessment item which demonstrates mastery of learning I will have the class use magnets to move objects around the classroom without using their hands.
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Engaging in 45. Engaging in Jedi Training-Make a Light Saber Argument from argument from https://www.stevespanglerscience.com/lab/experiments/jediEvidence evidence in K2 training-light-saber Argumentation is builds on prior This fun and entertaining demonstration will allow me to show my the process by experiences and class how energy is can be transformed from a something invisible which progresses to to something they can see. With an aluminum can, a ring pop, some explanations and comparing ideas house hold wire, and a device ordered off of Steve Spangles site; I solutions are and will build a light saber for the class. Then I will go step by step and reached. representations tell them just how it works and show them how they too can be a In science and about the natural Jedi. engineering, and designed reasoning and world. argument based * Identify on evidence are arguments that essential to are supported by identifying the evidence. best explanation * Listen actively for a natural to others phenomenon or explanations and the best solution arguments and to a design ask questions for problem. clarification. Scientists and * Make a claim engineers use about the argumentation to effectiveness of an listen to, object, tool, or compare, and solution that is evaluate based on relevant competing ideas evidence. and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design Curriculum Alignment Tool for the 2013 NGSS Core Framework Grade Cluster K-2 solution, rev. 3/17/2014 resolving questions about measurements, building data
Assessment item which demonstrates mastery of learning I will have my class draw a picture of how they think the light saber works. Then after I demonstrate it and show them the real magic I will have them draw a second picture of how it really works and compare their tow drawings.
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Obtaining, 46. Obtaining, All Cracked Up. Evaluating, and evaluating, and Project Earth Science Geology Textbook. Communicating communicating Using an egg to demonstrate to my class that there are three main Information information in K sections to the planet; the core, mantle, and crust. Scientists and 2 builds on prior engineers must experiences and be able to uses observations communicate and texts to clearly and communicate new persuasively the information. ideas and * Read and methods they comprehend generate. grade-appropriate Critiquing and texts and media to communicating acquire scientific ideas individually and/or technical and in groups is a information. critical * Critique and/or professional communicate activity. information or Communicating design ideas information and and/or solutions ideas can be done with others in oral in multiple ways: and/or written using tables, forms using diagrams, graphs, models, drawings, models, and writing, or equations as well numbers. as orally, in * Record writing, and observations, through extended thoughts, and discussions. ideas. Scientists and * Explain how engineers employ specific images multiple sources (e.g., a diagram to acquire showing how a information that machine works) is used to contribute to and Curriculum 2013aNGSS Grade Cluster K-2 evaluate theAlignment Tool for the clarify text. Core Framework rev. 3/17/2014 merit and validity * Obtain of claims, information by methods, and using various text designs. features (e.g.,
Assessment item which demonstrates mastery of learning After the demonstration I will have the class reconstruct the earth using the three parts (crust, mantle, and core) using a construction paper.
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Appendix G Crosscutting Concepts 1. Patterns Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them. 2. Cause and Effect: Mechanism and Prediction Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
K-2 Crosscutting Statements 47. * Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. A Cloud in the Hand. http://www.flinnsci.com/media/396251/es10108.pdf In this activity I will demonstrate to my focus group how clouds are formed. This will aid my class in learning how rain is formed and how pressure plays a role in weather. Introduce I will have my class draw a picture of clouds and rain. Also I will have them label where pressure comes into play.
48.
* Events have causes that generate observable patterns. * Simple tests can be designed to gather evidence to support or refute student ideas about causes.
The Spinning Can Lenzs Law Demonstration http://www.flinnsci.com/media/396336/ps10240.pdf This activity will help me demonstrate the unseen magnetic forces that are all around us and can be used to do extraordinary things. Using a heavy gauge can and a magnet I awe students with what seems like magic and move the can without touching it. I will then show them that it was not magic just the invisible force called magnetism.
Introduce
I will have the class use magnets to move objects around the classroom without using their hands.

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Introduce? Mastery? Both? Mastery
3. Scale, Proportion, and Quantity In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change. 4. Systems and System Models A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
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* Relative scales allow objects to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower). * Standard units are used to measure length.
Assessment item which demonstrates mastery of learning After the demonstration I will handout a sheet with several different points with the angle of light given. I will have the class put in order which is the coldest to hottest.
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* Objects and organisms can be described in terms of their parts. * Systems in the natural and designed world have parts that work together.
Growing Bacteria in Petri Dishes https://www.stevespanglerscience.com/lab/experiments/growingbacteria In this demonstration I will introduce my students to organisms and have them grow their very own in the classroom. Using a petri dish and adding some nutrient agar to show how organisms grow. This will allow them to gain a better understanding of not only organisms but also the importance of washing ones hands.
Both
Over the course of a few weeks I will have the class observe and take notes on how their personal creations are doing. Then after the end of semester I will have them right a short story about the life of their petri dish organism.

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5. Energy and Matter: Flows, Cycles, and Conservation Tracking energy and matter flows, into, out of, and within systems helps one understand their systems behavior. 6. Structure and Function The way an object is shaped or structured determines many of its properties and functions. 7. Stability and Change For both designed and natural systems
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* Objects may break into smaller pieces, be put together into larger pieces, or change shapes.
A Voyage Through Time Project Earth Science Geology Textbook. Using construction paper with cutouts of the continents and plates I will demonstration and explain to the students of my class how the world as we know it now came to be and how different continents got their shapes and terrain. Also I will explain the difference between plates and continents.
Assessment item which demonstrates mastery of learning After showing the students how the Supercontinent Pangaea broke apart and formed what we have now, I will have them work in groups to reassemble the plates to form the supercontinent. After the demonstration I will have the class reconstruct the earth using the three parts (crust, mantle, and core) using a construction paper. I will have the class draw pictures of the different parts of the atmosphere using selected colors for the different gases.
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* The shape and stability of structures of natural and designed objects are related to their function(s). * Some things stay the same while other things change. * Things may change slowly or rapidly.
Both
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Making Gas. Project Earth Science Meteorology Textbook. In this demonstration I will show the class how the Earths atmosphere was created by having them create a gas using Antacid tablets and water. I will explain to the class as to why the antacid tablet and the water changed into something new, air.
Introduce
Appendix H Nature of Science Matrix Understandings about the Nature of Science most closely associated with Practices

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Assessment item which demonstrates mastery of learning After the demonstration I will handout a sheet with several different points with the angle of light given. I will have the class put in order which is the coldest to hottest. I will have my class draw a picture of clouds and rain. Also I will have them label where pressure comes into play. I will have my class draw a picture of how they think the light saber works. Then after I demonstrate it and show them the real magic I will have them draw a second picture of how it really works and compare their tow drawings.
Categories Scientific Investigations Use a Variety of Methods
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K-2 * Science investigations begin with a question. * Science uses different ways to study the world.
Why is it Hotter at the Equator Than at the Poles? Project Earth Science Meteorology Textbook. In this demonstration I will show my class how the angle of the light given off by the sun affects the temperature of a certain point on the earth differently then another point.
Mastery
Scientific Knowledge is Based on Empirical Evidence Scientific Knowledge is Open to Revision in Light of New Evidence
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* Scientists look for patterns and order when making observations about the world. * Science knowledge can change when new information is found.
A Cloud in the Hand. http://www.flinnsci.com/media/396251/es10108.pdf In this activity I will demonstrate to my focus group how clouds are formed. This will aid my class in learning how rain is formed and how pressure plays a role in weather. Jedi Training-Make a Light Saber https://www.stevespanglerscience.com/lab/experiments/jeditraining-light-saber This fun and entertaining demonstration will allow me to show my class how energy is can be transformed from a something invisible to something they can see.
Introduce
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Introduce

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Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
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* Science uses drawings, sketches, and models as a way to communicate ideas. * Science searches for cause and effect relationships to explain natural events.
Assessment item which demonstrates mastery of learning After the demonstration I will have the class reconstruct the earth using the three parts (crust, mantle, and core) using a construction paper.
Understandings about the Nature of Science most closely associated with Crosscutting Concepts Categories Science is a Way of Knowing
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K-2 * Science knowledge helps us know about the world.
Introduce
I will have my class draw a picture of clouds and rain. Also I will have them label where pressure comes into play.

rev. 3/17/2014
Grade Cluster K-2
Page 31 of 32
Ref #
Map
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
59.
* Science assumes natural events happen today as they happened in the past. * Many events are repeated.
A Voyage Through Time Project Earth Science Geology Textbook. Using this demonstration I will explain to the students of my class how the world as we know it now came to be and how different continents got their shapes and terrain. Also I will explain the difference between plates and continents.
Science is a Human Endeavor
60.
* People have practiced science for a long time. * Men and women are scientists and engineers. * Scientists study the natural and material world.
Science Addresses Questions About the Natural and Material World.
61.
The Spinning Can Lenzs Law Demonstration http://www.flinnsci.com/media/396336/ps10240.pdf This activity will help me demonstrate the unseen magnetic forces that are all around us and can be used to do extraordinary things. By using the Lenzs Law I will give them a back history to show that science has been going on for so many years and many discoveries are still being used today. Growing Bacteria in Petri Dishes https://www.stevespanglerscience.com/lab/experiments/growingbacteria In this demonstration I will introduce my students to organisms and have them grow their very own in the classroom. This will allow them to gain a better understanding of not only organisms but also the importance of washing ones hands.
Introduce
Assessment item which demonstrates mastery of learning After showing the students how the Supercontinent Pangaea broke apart and formed what we have now, I will have them work in groups to reassemble the plates to form the supercontinent. I will have the class use magnets to move objects around the classroom without using their hands. Over the course of a few weeks I will have the class observe and take notes on how their personal creations are doing. Then after the end of semester I will have them right a short story about the life of their petri dish organism.
Both

rev. 3/17/2014
Grade Cluster K-2
Page 32 of 32

Science Framework Alignment k-2 2013-2

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Science Framework Curriculum Alignment Tool (K-2) 2013

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades K-2

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

ESS1.B Earth and the solar system

ESS1.C The history of planet Earth

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades K-2

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both? Both

ESS2.A Earth materials and systems

ESS2.B Plate tectonics and large-scale system interactions

ESS2.C The roles of water in Earths surface processes

Water is found in many places and forms on Earth;

ESS2.D Weather and climate

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades K-2

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

ESS3.A Natural resources

ESS3.B Natural hazards

ESS3.C Human impacts on Earth systems

ESS3.D Global climate change

Life Science Progression

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades K-2

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

LS1.A Structure and function

LS1.B Growth and development of organisms

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades K-2

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

LS2.A Interdependent relationships in ecosystems

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades K-2

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

LS3.A Inheritance of traits

LS3.B Variation of traits

LS4.A Evidence of common ancestry and diversity

LS4.B Natural selection

Some living organisms resemble organisms that once lived on Earth. NA

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades K-2

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?