Electric Circuits Deep Alignment

MICROWORLDS DEEP ALIGNMENT

STANDARDS ALIGNMENT KEY

♦ Unit is aligned as is.

♦ V Unit is aligned with the intentional use of vocabulary from the Washington Science Standards

♦ R Unit is aligned with the intentional use of the STC Children’s Book

♦ r Unit is aligned with the intentional use of the readings within the unit.

♦ E Unit is aligned with the intentional use of the lesson extensions

▲ Unit needs identified changes or additions to be aligned

STC ALIGNMENT OF ELEMENTARY PROGRAM DONE OCTOBER 2009 BY THE SC AND SE LASER ALLIANCES FOR OSPI 2009 1 MICROWORLDS DEEP ALIGNMENT

Grade e Lesson Alignment EALR d Content Standard Performance Expectation Comments/Evidence Band o Number Symbol C The microscope is the primary opportunity to discuss Lesson 5 systems but the teacher must be intentional about use the ♦V terms systems and subsystems. For example: the focusing

s Identify at least one of the

mechanism is a subsystem of the larger microscope system.

m subsystems of an object, plant, or A The stage of the microscope is a subsystem of the larger e Systems contain S t 4-5 animal (e.g., an airplane contains Y s subsystems. microscope system. S

y subsystems for propulsion, landing, S and control). STC STC Children’s Book: Children’s ♦R  Microscopes Enlarging Our World Book  Operating a High Powered Microscope The teacher should be intentional to discuss that the Specify how a system can do things Lesson 5 ♦V microscope system, in its entirety, can do things that the s

that none of its subsystems can do subsystems of the microscope cannot do alone.

m A system can do things that B

e by themselves (e.g., a forest S t 4-5 none of its subsystems can Y s ecosystem can sustain itself, while S y do by themselves the trees, soil, plant, and animal STC STC Children’s Book: S populations cannot). Children’s ♦R  Microscopes Enlarging Our World Book  Operating a High Powered Microscope

Predict what might happen to a The microscope is the primary opportunity to discuss the system if a part in one or more of its Lesson 5 ♦V malfunction of a subsystems which in turn would impact the

s One defective part can

subsystems is missing, broken, effective function of the systems itself.

m cause a subsystem to D

e worn out, mismatched, or S t 4-5 malfunction, which in turn Y s misconnected (e.g., a broken toe STC S y will affect the system as a will affect the skeletal system, Children’s STC Children’s Book: S whole. which can greatly reduce a person’s Book ♦R  Microscopes Enlarging Our World ability to walk).  Operating a High Powered Microscope

Teachers should be intentional in using the term system Lesson 5 Give examples of simple living and ♦V when referring to the microscope and the individual parts s and the roles they play. physical systems (e.g., a whole

m A system is a group of A

e animal or plant, a car, a doll, a set S t 2-3 interacting parts that form a STC Children’s Book: Y s of table and chairs). For each S y whole. STC example, explain how different  Microscopes Enlarging Our World S Children’s parts make up the whole.  Operating a High Powered Microscope Book ♦R  Vinegar Eelworm Teachers should be intentional in discussing the function of Predict what may happen to an each part of the microscope and what would happen if any object, plant, or animal if one or Lesson 5 one of the parts were removed. s A whole object, plant, or more of its parts are removed (e.g., ♦V

m animal may not continue to a tricycle cannot be ridden if its B e S t 2-3 function the same way if wheels are removed). Y s STC S y some of its parts are Children’s STC Children’s Book: S missing. Explain how the parts of a system Book ♦R  Microscopes Enlarging Our World depend on one another for the  Operating a High Powered Microscope system to function.

The teacher should be intentional to discuss that the Contrast the function of a whole Lesson 5 ♦V microscope, in its entirety, can do things that its parts cannot

s object, plant, or animal with the

A whole object, plant, or do alone.

m function of one of its parts (e.g., an C

e animal can do things that S t 2-3 airplane can fly, but wings and Y s none of its parts can do by S y propeller alone cannot; plants can themselves. STC STC Children’s Book: S grow, but stems and flowers alone Children’s  Microscopes Enlarging Our World cannot). ♦R Book  Operating a High Powered Microscope

Teachers should be intentional in using the term system when referring to the microscope and the individual parts. Teachers should stress that for the microscope to function, Explain why the parts in a system Lesson 5 ♦V

s parts must be connected in a specific order (e.g. the mirror,

Some objects need to have need to be connected in a specific

m as the light source, must be located below the stage in order D

e their parts connected in a way for the system to function as a S t 2-3 to reflect light up through the object and to the eye). Y s certain way if they are to whole (e.g., batteries must be S y function as a whole. inserted correctly in a flashlight if it STC S STC Children’s Book: is to produce light). Children’s ♦R  Microscopes Enlarging Our World Book  Operating a High Powered Microscope

Grade e Lesson Alignment EALR d Content Standard Performance Expectation Comments/Evidence Band o Number Symbol C By investigating the properties of numerous transparent Lesson 3 objects in Lesson 3, students address the question: What Scientific investigations involve

y Identify the questions being makes a object magnify? ♦ r asking and answering i A asked in an investigation. Gather u 4-5 Q questions and comparing the

q STC Children’s Book: N scientific evidence that helps to STC I

n answers with evidence from I answer a question. Children’s  The Maggots’ Tale the real world. ♦R Book  How Pasteur Discovered a Vaccine  Feather Detectives

Given a research question, plan an appropriate investigation, Scientists plan and conduct which may include systematic different kinds of investigations, observations, field studies, depending on the questions models, open-ended

y they are trying to answer. explorations, or controlled STC Children’s Book:

r STC i

B Types of investigations include experiments.  The Maggots’ Tale u 4-5 Children’s Q ♦R q systematic observations and  How Pasteur Discovered a Vaccine N I n Book I descriptions, field studies, Work collaboratively with other  Feather Detectives models, and open-ended students to carry out an explorations as well as investigation, selecting experiments. appropriate tools and demonstrating safe and careful use of equipment.

By investigating the properties of numerous transparent Lesson 3 objects in Lesson 3, students address the question: What

y makes a object magnify? Investigations involve

♦ r Gather, record, and organize data i

D systematic collection and u

4-5 Q using appropriate units, tables,

q recording of relevant STC STC Children’s Book: N I

n graphs, or maps. I observations and data. Children’s ♦R  The Maggots’ Tale Book  How Pasteur Discovered a Vaccine  Feather Detectives

Scientific explanations Generate a conclusion from a STC Children’s Book: y emphasize evidence, have r scientific investigation and show  The Maggots’ Tale i G logically consistent arguments, STC u 4-5 Q how the conclusion is supported ♦R  How Pasteur Discovered a Vaccine q N and use known scientific Children’s I

n by evidence and other scientific  Feather Detectives I principles, models, and Book principles. theories.  Turning the Microscope on Bees

STC Children’s Book:

y Explain how observations can  Feather Detectives r Scientific investigations are STC A i lead to new knowledge and new  Turning the Microscope on Bees u 2-3 Q designed to gain knowledge Children’s ♦R q N questions about the natural

I  The Maggots’ Tale

n about the natural world. Book I world.*a  How Pasteur Discovered a Vaccine

Work with other students to make A scientific investigation may and follow a plan to carry out a include making and following a STC Children’s Book: y scientific investigation. Actions r plan to accurately observe and STC  Turning the Microscope on Bees B i may include accurately observing u 2-3 Q describe objects, events, and Children’s ♦R  The Maggots’ Tale q N and describing objects, events, I n organisms; make and record Book  How Pasteur Discovered a Vaccine I and organisms; measuring and measurements: and predict recording data; and predicting outcomes. outcomes.*b

STC ALIGNMENT OF ELEMENTARY PROGRAM DONE OCTOBER 2009 BY THE SC AND SE LASER ALLIANCES FOR OSPI 2009 6 MICROWORLDS DEEP ALIGNMENT y r Distinguish between direct C i Inferences are based on u 2-3 Q observations and simple Lesson 2 ♦ q N observations. I

n inferences. I

STC Children’s Book:  Microscopes Enlarging Our World Use simple instruments (e.g., Addressed  Operating a High Powered Microscope Simple instruments, such as metric scales or balances, throughout the  The Mysteries of Pompei y r magnifiers, thermometers, and thermometers, and rulers) to unit  Surgery Through a Lens D i ♦ u 2-3 Q rulers provide more information observe and make  Volvox q N I n that scientists can obtain using measurements, and record and STC ♦R  Vinegar Eel Worm I only their unaided senses. display data in a table, bar graph, Children’s  It’s a Wormy World line plot, or pictograph.*c Book  Smile and Meet Some Bacteria  Feather Detectives  Turning the Microscope on Bees

Students summarize results when they discuss the common Lesson 3, 9 y Scientists make the results of Communicate honestly about properties of magnifiers and key properties of mystery r i G their investigations public, even their investigations, describing ♦ substances in lesson 9. u 2-3 Q STC q N when the results contradict how observations were made, I n Children’s ♦R I their expectations. and summarizing results.*d STC Children’s Book: Book  Turning the Microscope on Bees

Grade e Performance Alignment EALR d Content Standard Lesson Number Comments/Evidence Band o Expectation Symbol C

Lesson 5 Reading Selection-- Who Invented the Microscope?

STC Children’s Book:  Microscopes Enlarging Our World  Operating a High Powered Microscope n Describe ways that people use o

i  The Mysteries of Pompei Technology involves technology to meet their needs t Lesson 5 ♦r a A changing the natural world and wants (e.g., text messages  How Pasteur Discovered a c 4-5 P i

l P to meet human needs or to communicate with friends; Vaccine A

p STC Children’s Book wants. use bicycles or cars for  Surgery Through a Lens p ♦R

A transportation).  Good Guys, Bad Guys  Volvox  Vinegar Eel Worm  The Maggot’s Tale  It’s a Wormy World  Smile and Meet Some Bacteria  Feather Detectives  Turning the Microscope on Bees

Give examples of how people around the world use different

n materials or technologies to

o People in different cultures i solve the same problem. (e.g., STC Children’s Book: t all around the world use a B in some countries, people use  Microscopes Enlarging Our c 4-5 P different materials or STC Children’s Book i ♦R l P forks for eating, while in other World A

p technologies to solve the countries they use chopsticks; p same problems.

A people in different countries use different materials to build their houses.)

STC Children’s Book: n Science and technology  How Pasteur Discovered a o i

have greatly improved food Describe specific ways that t Vaccine G a quality and quantity, science and technology have P c 4-5 STC Children’s Book  Surgery Through a Lens i R P ♦ l transportation, health, improved the quality of the A p  Good Guys, Bad Guys sanitation, and students’ lives. p  Feather Detectives

A communication.  Turning the Microscope on Bees

n STC Children’s Book:

o People of all ages, Describe several activities or i

 Operating a High-Powered t interests, and abilities careers that require people to H a Microscope P c 4-5 engage in a variety of apply their knowledge and STC Children’s Book i R P ♦ l  Surgery Through a Lens A p scientific and technological abilities in science, technology,  Feather Detectives p work. engineering, and mathematics.

A  Turning the Microscope on Bees

n STC Children’s Book:

o Give an example in which the i

 Surgery Through a Lens t Scientific ideas and application of scientific a B  Feather Detectives c 2-3 P discoveries can be applied knowledge helps solve a STC Children’s Book i ♦R l P  Turning the Microscope on Bees A p to solving problems. problem (e.g., use electric p lights to see at night).  How Pasteur Discovered a

A Vaccine

People in all cultures n Describe a problem that people

o around the world have i in different cultures around the t always had problems and STC Children’s Book: a C world have had to solve and c 2-3 P invented tools and STC Children’s Book i ♦R  Microscopes – Enlarging Our l P the various ways they have A p techniques (ways of doing World gone about solving that p something) to solve

A problem.*a problems. STC Children’s Book:  Microscopes Enlarging Our World Select appropriate tools and  Operating a High Powered n Microscope o Tools help scientists see materials to meet a goal or i

t more, measure more solve a specific problem (e.g.,  The Mysteries of Pompei a D c 2-3 P accurately, and do things build the tallest tower with  Surgery Through a Lens i ♦R l P STC Children’s Book A p that they could not wooden blocks, or longest  Volvox p otherwise accomplish. bridge span) and explain the  Vinegar Eel Worm A reason for those choices.  It’s a Wormy World  Smile and Meet Some Bacteria  Feather Detectives  Turning the Microscope on Bees

Grade e Performance Alignment EALR d Content Standard Lesson Number Comments/Evidence Band o Expectation Symbol C

The background information section List parts of an animal’s body in the student activity book in and describe how it helps the lessons 12-14 provides students with animal meet its basic needs information on the structure and (e.g., the bones support the e function of the various organisms. c body so it can move; the blood

n This information is used to aid

♦ e Each animal has different carries food and oxygen Lessons 12, 13, 14 i B students in creating labeled c 4-5 1 structures and behaviors that throughout the body). S

S diagrams of the organisms.

L serve different functions. STC Children’s Book e

f ♦R i Given an animal behavior (e.g., STC Children’s Book: L salmon swim upstream to  Volvox spawn, owls hunt at night),  Vinegar Eel Worm describe the function that it serves.  It’s a Wormy World e c Give an example to illustrate n e

i motion as a change in position The organisms in lessons 12-16 are c

A Motion can be described as a over a period of time (e.g., if a S 1

in motion; students are asked to

l 2-3 change in position over a student stands near the door Lessons 12, 13, 14, 15, 16 S ♦ a describe how each living organism P

c period of time. and then moves to his/her seat, i moves.

s the student is "in motion" y during that time). h P

Given an object, list several of e

c its properties. Objects have properties, n e

i including size, weight,

Given several objects, select c hardness, color, shape, S A

one that best matches a list of Lessons 2, 3, 9, 12, 13, 14, 2 l 2-3 texture, and magnetism.

S ♦ a properties. 15, 16 P c Unknown substances can i

s sometimes be identified by

y Sort objects by their functions, their properties. h shapes and the materials they P are composed of.

Animals have life cycles that include being born, Describe the life cycle of a e c developing into children, common type of animal (e.g., n

e adolescents, then adults, the development of a butterfly STC Children’s Book: i B c 2-3 1 reproducing (which begins a or moth from egg, to larva, to ♦R  Volvox S S STC Children’s Book

L new cycle), and eventually pupa, to adult; or the e f

i dying. The details of the life development of a frog from egg

L cycle are different for to tadpole to adult frog). different animals.

STC ALIGNMENT OF ELEMENTARY PROGRAM DONE OCTOBER 2009 BY THE SC AND SE LASER ALLIANCES FOR OSPI 2009 12