Chesterfield Township Science Curriculum Grades K-5 2019

Chesterfield Next Generation Science Standards Curriculum Guide

Committee Members Victoria Wolochow Wendy Lawrence Michael Brayton Leia DeLisa Karen Stryker Antoinette DiEleuterio

Board Approval Date: January 2019 1 Chesterfield Next Generation Science Standards Curriculum Guide

Table of Contents

Introduction ……..……..…………….…….….……………………….. 3

Grade K.….…………………………………………………………….. 4

Grade 1 ………………………………………………….…………….. 33

Grade 2 ………………………………………………….….....……….. 64

Grade 3 …….………………………………………………………….. 89

Grade 4 …….………………………………………………………….. 119

Grade 5 …….………………………………………………………….. 148

Modifications for Various Populations …………….………..……...... 178

Differentiation Adaptations ……………………………………….…….. 180

Board Approval Date: January 2019 2 Chesterfield Next Generation Science Standards Curriculum Guide

Introduction

Chesterfield Elementary School has adopted the Mission and Vision as described in the New Jersey Student Learning Standards.

New Jersey Student Learning Standards

Science Michael Heinz, Coordinator Science, engineering, and technology influence and permeate every aspect of modern life. Some knowledge of science and engineering is required to engage with the major public policy issues of today as well as to make informed everyday decisions, such as selecting among alternative medical treatments or determining how to invest public funds for water supply options. In addition, understanding science and the extraordinary insights it has produced can be meaningful and relevant on a personal level, opening new worlds to explore and offering lifelong opportunities for enriching people's lives. In these contexts, learning science is important for everyone, even those who eventually choose careers in fields other than science or engineering.

Mission: Scientifically literate individuals possess the knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity.

Vision: The science standards are designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. The learning experiences provided for students should engage them with fundamental questions about the world and with how scientists have investigated and found answers to those questions. Throughout grades K-12, students should have the opportunity to carry out scientific investigations and engineering design projects related to the disciplinary core ideas (pp. 8-9, NRC, 2012).

Board Approval Date: January 2019 3 Chesterfield Next Generation Science Standards Curriculum Guide

Grade K Push, Pull, Go! Recommended Pacing: 6-8 weeks

Unit Summary:

The Building Blocks of Science® unit Push, Pull, Go explores motion and the forces that make things move. Students build toys that move and investigate the forces that move them. Student-constructed toys are utilized to explore systems, how parts of a system interact,and how missing parts change a system. Students track the path of a moving ball and measure distance traveled with nonstandard measurement. Lessons link the invisible force of gravity to moving objects.

Next Generation Science Performance Expectations: K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices PS2.A: Forces and Motion Cause and Effect Planning and Carrying Out Investigations ● Pushes and pulls can have different ● Simple tests can be designed to gather Planning and carrying out investigations to answer strengths and directions. evidence to support or refute student questions or test solutions to problems in K–2 builds on (K-PS2-1),(K-PS2-2) ideas about causes. (K-PS2-1),(K-PS2-2) prior experiences and progresses to simple investigations, ● Pushing or pulling on an object can based on fair tests, which provide data to support change the speed or direction of its

Board Approval Date: January 2019 4 Chesterfield Next Generation Science Standards Curriculum Guide

explanations or design solutions. motion and can start or stop it. ● With guidance, plan and conduct an (K-PS2-1),(K-PS2-2) investigation in collaboration with peers. PS2.B: Types of Interactions (K-PS2-1) ● When objects touch or collide, they push Analyzing and Interpreting Data on one another and can change motion. Analyzing data in K–2 builds on prior experiences and (K-PS2-1) progresses to collecting, recording, and sharing PS3.C: Relationship Between Energy and Forces observations. ● A bigger push or pull makes things speed ● Analyze data from tests of an object or tool up or slow down more quickly. to determine if it works as intended. (secondary to K-PS2-1) (K-PS2-2) ETS1.A: Defining Engineering Problems ------● A situation that people want to change or Connections to the Nature of Science create can be approached as a problem to be solved through engineering. Such Scientific Investigations Use a Variety of Methods problems may have many acceptable ● Scientists use different ways to study the solutions. (secondary to K-PS2-2) world. (K-PS2-1)

NJSLS Reading Standards for Informational Text (Grade K):

CPI # Cumulative Progress Indicator (CPI)

RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-PS2-2) NJSLS Writing (K):

CPI # Cumulative Progress Indicator (CPI)

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)

NJSLS Speaking and Listening (Grade K):

Board Approval Date: January 2019 5 Chesterfield Next Generation Science Standards Curriculum Guide

CPI # Cumulative Progress Indicator (CPI)

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)

NJSLS Mathematical Standards and Practices (Grade K): CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (K-PS2-1)

K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)

K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1)

Board Approval Date: January 2019 6 Chesterfield Next Generation Science Standards Curriculum Guide

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: What makes things move? • Students will begin building an age-appropriate understanding of force and motion. EQ2: What makes things stop moving or move in • Students will observe, measure, and record the a different direction? change in the position of an object over time. EQ3: How does the amount of force affect the • Students will explore the movement of a rolling motion of an object? ball and begin to build an understanding that motion is predictable; the ball travels in a straight EQ4: How can colliding objects affect motion? line until a force stops it or changes its direction. EQ5: What can cause objects to start moving, stop moving, and/or change direction? • Students will explore changes in position and motion by pushing and pulling. EQ6: How does increasing the force on an object • Students will demonstrate that the greater the affect its motion? force (push or pull), the greater the change in motion. EQ7: What can cause objects to stop moving? • Students will begin to collect evidence about the invisible force of gravity. EQ8: How can we design a solution using force and motion? • Students will demonstrate that a force is any push or pull. • Students will investigate and demonstrate that force causes an object to start moving, stop moving, and/or change direction. • Students will predict and explore what happens if a component of a system set in motion is missing or not working properly.

Board Approval Date: January 2019 7 Chesterfield Next Generation Science Standards Curriculum Guide

• Students will build on the understanding that position and motion can be changed by pushing and pulling objects. • Students will gather evidence that it takes a push or pull to change the motion of objects. • Students will build an understanding that objects move in different patterns (e.g., straight li

*Students will build on the concept that the greater the force applied to an object, the greater the change in the object’s motion. • Students will describe motion over time by exploring the motion—the slowing and the stopping—of a spinning top. • Students will continue to compare patterns of movement such as sliding, rolling, and spinning. • Students will begin building an understanding that it takes a force (a push or pull) to change the motion of objects.

• Students will apply concepts explored in Lessons 1–4 to build a motion invention (model) that works. • Students will describe how force and motion work together in the model. • Students will demonstrate the effect of missing or non-working parts of a system.

Phenomena Learning Objectives Formative Assessment

* Students will be asked, • Students will begin building an Students respond to a “How do we move?” Children will be age-appropriate pre-assessment question. asked to show through motions how understanding of force and

Board Approval Date: January 2019 8 Chesterfield Next Generation Science Standards Curriculum Guide

they think we move. Then another motion. ● Students may respond as a question will be presented to them • Students will observe, measure, group, recording their when given a stuffed animal on the and record the change in responses on chart paper, or table. Ask students, “How can I the position of an object over they may respond individually make the stuffed animal move?” time. in their science notebooks. They will think about their past • Students will explore the experiences with moving objects to movement of a rolling ball and ● The charts and notebook derive an answer. Then, explain begin to build an understanding entries are dated. that a push and a pull are both that motion is predictable; the forces. Force makes an object ball travels in a straight ● Students respond to the same move or stop moving. When we line until a force stops it or question at the end of the push something, we are moving it changes its unit. away from us. When we pull direction. something, we are moving it closer ● A comparison of the two to us. (Act out motions with • Students will explore changes responses provides the students: push = palms out, push in position and motion by pushing teacher with an opportunity to away from body, and pull = two and pulling. evaluate student growth and fists on top of each other, pull • Students will demonstrate that progress. toward body.) the greater the force (push or ------pull), the greater the change in Teachers can also use class motion. discussions and charts to assess **simple-physics-experiments-for-kids-pu • Students will begin to collect each lesson. shing-and-pulling evidence about the invisible force ------of gravity. Student Activity Sheets and science **Story: I was walking through the notebook entries—including park and I notice there was a lot of • Students will demonstrate that drawings, writings, and movement and things happening. a force is any push or pull. dictated statements As I rode on my scooter I noticed • Students will investigate and that I pushed my foot along the demonstrate that force causes an Assessment Observation Sheets for ground, I was moving. As a looked object to start moving, stop each lesson to document and around the park there were many moving, and/or change direction. measure students’ progress and things that were either being • Students will predict and knowledge using informal pushed or pulled. When looking at explore what happens if a assessment. the cards presented to you, decide component of a system set in if what you see has someone motion is

Board Approval Date: January 2019 9 Chesterfield Next Generation Science Standards Curriculum Guide

pushing or pulling to show missing or not working properly. A general rubric is provided to help movement and sort them into two • Students will build on the teachers evaluate individual different piles. understanding that position and students at any point in the unit. ------motion can be changed by The rubric provides a progression of ● You tube video pushing and pulling objects. skills and understanding that covers Melcombe Primary's Push and Pull in • Students will gather evidence exploration, vocabulary, concept Reception that it takes a push or pull to building, and notebook entries. change the motion of objects. ------• Students will build an ● You tube video understanding that objects move Forces Can Push or Pull | Science Is A in different patterns (e.g., Snap | Jack Hartmann straight li ------*Students will build on the ● You tube video concept that the greater the force Force and Motion | Science Video for applied to an object, the greater Kids the change in the object’s ------motion. • Students will describe motion over time by exploring the motion—the slowing and the Students will be given a variety of stopping—of a spinning top. objects and they will be asked to • Students will continue to observe the physical properties to compare patterns of movement determine whether or not they can such as sliding, rolling, and roll down a small ramp. spinning. • Students will begin building an Ramps in the understanding that it takes a force (a push or pull) to change Science Center the motion of objects. BY KAREN COX 8 COMMENTS | AFFILIATE DISCLOSURE • Students will apply concepts explored in Lessons 1–4 to build a motion invention (model) that works.

Board Approval Date: January 2019 10 Chesterfield Next Generation Science Standards Curriculum Guide

• Students will describe how force and motion work together in the model. • Students will demonstrate the effect of missing or nonworking parts of a system.

Possible Anchor Chart: Possible Anchor Chart:

Board Approval Date: January 2019 11 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Pushes and Mentor Texts: Pulls Unit

Resources/Websites: Article from Cori Blubaugh

Board Approval Date: January 2019 12 Chesterfield Next Generation Science Standards Curriculum Guide

www.betterlesson.com

www.carolinascienceonline.com

https://www.youtube.com/watch?v=BswCeDWjGHA&list=PL4221DFC7 73AAC198&index=3

https://www.youtube.com/watch?v=XZlqas0tixo

https://www.youtube.com/watch?v=FOcY37oGhj8

Teachers pay teachers

Board Approval Date: January 2019 13 Chesterfield Next Generation Science Standards Curriculum Guide

Board Approval Date: January 2019 14 Chesterfield Next Generation Science Standards Curriculum Guide

Grade K Interdependent Relationships Recommended Pacing: 6-8 weeks Ecosystems: Animals, Plants, and Their Environment

Unit Summary:

Students will be exposed to a variety of models that are commonly used in science and engineering. They will demonstrate an understanding that all living things (plants, animals, and humans) need specific things to survive. They will understand that living things live in environments that meet their needs. If their needs are not met the living things are then able to change their environment in order to meet their needs. Students will eventually come to the understanding that choices made by humans can affect our natural resources and our environment.

Next Generation Science Performance Expectations:

K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirements of plants to have light; and that all living things need water.],

K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]

K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. [Clarification statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] ground to hide its food and tree roots can break concrete.]

Board Approval Date: January 2019 15 Chesterfield Next Generation Science Standards Curriculum Guide

K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of plants and animals changing their environment could include that a deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Developing and Using Models LS1.C: Organization for Matter and Energy Flow Patterns Modeling in K–2 builds on prior experiences and in Organisms ● Patterns in the natural and progresses to include using and developing ● All animals need food in order to live human designed world can be models (i.e., diagram, drawing, physical replica, and grow. They obtain their food from observed and used as diorama, dramatization, storyboard) that plants or from other animals. Plants represent concrete events or design solutions. need water and light to live and grow. evidence (K-LS1-1) ● Use a model to represent (K-LS1-1) Cause and Effect relationships in the natural world. ESS2.E: Biogeology ● Events have causes that (K-ESS3-1) ● Plants and animals can change their generate observable patterns. Analyzing and Interpreting Data environment. (K-ESS2-2) (K-ESS3-3) Analyzing data in K–2 builds on prior experiences ESS3.A: Natural Resources Systems and System Models ● Living things need water, air, and and progresses to collecting, recording, and ● Systems in the natural and sharing observations. resources from the land, and they live designed world have parts ● Use observations (firsthand or from in places that have the things they media) to describe patterns in the need. Humans use natural resources that work together. natural world in order to answer for everything they do. (K-ESS3-1) (K-ESS2-2), (K-ESS3-1) scientific questions. (K-LS1-1) ESS3.C: Human Impacts on Earth Systems Engaging in Argument from Evidence ● Things that people do to live Engaging in argument from evidence in K–2 comfortably can affect the world builds on prior experiences and progresses to around them. But they can make comparing ideas and representations about the choices that reduce their impacts on natural and designed world(s). the land, water, air, and other living ● Construct an argument with evidence things. (K-ESS3-3) to support a claim. (K-ESS2-2) ETS1.B: Developing Possible Solutions Obtaining, Evaluating, and Communicating ● Designs can be conveyed through Information sketches, drawings, or physical models.

Board Approval Date: January 2019 16 Chesterfield Next Generation Science Standards Curriculum Guide

Obtaining, evaluating, and communicating These representations are useful in information in K–2 builds on prior experiences communicating ideas for a problem’s solutions to other people. (secondary to and uses observations and texts to communicate K-ESS3-3) new information. ● Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) ------Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence ● Scientists look for patterns and order when making observations about the world. (K-LS1-1)

NJSLS Reading Standards for Informational Text (Grade):

CPI # Cumulative Progress Indicator (CPI)

R.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)

NJSLS Writing (Grade K):

CPI # Cumulative Progress Indicator (CPI)

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K-ESS2-2)

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS2-2),(K-ESS3-3

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)

NJSLSSpeaking and Listening (Grade K):

Board Approval Date: January 2019 17 Chesterfield Next Generation Science Standards Curriculum Guide

CPI # Cumulative Progress Indicator (CPI)

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)

NJSLS Mathematical Standards and Practices (Grade K): CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (K-ESS3-1)

MP.4 Model with mathematics. (K-ESS3-1)

K.CC Counting and Cardinality (K-ESS3-1)

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-LS1-1)

Technology/21st Century Practices: ● CRP4. Communicate clearly and effectively and with reason. ● CRP11 Use technology to enhance productivity ● CRP1. Act as a responsible and contributing citizen and employee. ● CRP6. Demonstrate creativity and innovation. ● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. ● CRP7. Employ valid and reliable research strategies. ● 8.2.2.A.1 Define products produced as a result of technology or of nature. ● 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work. ● 8.2.2.A.5 Collaborate to design a solution to a problem affecting the community. ● 8.2.2.B.1 Identify how technology impacts or improves life.

Benchmark Assessment

Carolina Summative Assessment

Board Approval Date: January 2019 18 Chesterfield Next Generation Science Standards Curriculum Guide

Essential Questions: Enduring Understandings:

EQ1: How are living things different from Students will: nonliving things? ● Identify living and nonliving things. ● Make observations and describe the patterns of EQ2: What do all living things need to survive? living things.

EQ3: What is an environment? ● Begin observation of a plant and its needs. ● Begin observation of an animal and its needs. EQ4: How can humans change their local ● Students will observe and identify the needs of environment? living things. ● Design investigations to determine habitat preferences of bessbugs.

• Monitor and record growth of plants.

● Observe different environments and identify the relationships among plants, animals, and their surroundings. • Draw a model of how a plant or an animal interacts with its surroundings to meet its needs. • Monitor and record growth of plants.

• Monitor and record growth of plants. • Review the needs of living things. • Discuss different ways humans impact their local environment. • Design solutions to reduce human impact on the local environment.

Phenomena Learning Objectives Formative Assessment

Board Approval Date: January 2019 19 Chesterfield Next Generation Science Standards Curriculum Guide

What do plants need to grow? Students are learning to identify, Students respond to a pre-assessment compare, and contrast the needs of question. What do animals need to live and plants and animals (including humans) ● Students may respond as a group, grow? in order to live and grow. recording their responses on chart Is there a pattern regarding what paper, or they may respond animals eat and where they live? Identify living and nonliving things. individually in their science • Make observations and describe the notebooks. Is there a reason that animals tend to patterns go to the same place for their food? of living things. Assessment Observation Sheets for evaluating student progress and Plant Investigation Observation • Begin observation of a plant and its understanding (formative assessment) Journal needs. throughout the unit. ● The guidelines, questions, and What does your seed look like? (Think • Begin observation of an animal and considerations included on each about its size, shape, and color.) • its needs. sheet reflect the specific objectives How long does it take from the time listed at the beginning of the lesson you plant the seed for it to sprout? • • Monitor and record growth of plants. to which it corresponds. What does the plant look like when it first comes up out of the ground? • • Review the needs of living things. Informal note taking as the teachers How many leaves do you see? • Use a interact with individual students in small- ruler to measure how tall your plant is *Discuss different ways humans group activities and class discussions. from where it comes out of the soil to impact their the tallest part of the plant. How tall is local environment. it? • How often do you water your • Design solutions to reduce human The unit includes a general rubric. This seed/plant? impact on rubric is intended to provide a progression the local environment. of process skills and building an understanding of science content; teachers Time Lapse of a pea shoot - You ● Students are learning to can use these guidelines to assess students Tube recognize and describe how as they explore science, develop plants and animals can change descriptive vocabulary, practice science Living and Nonliving JPEG Image their environment in order to vocabulary, build science concepts, and meet their needs. record observations in their science Question: A plant grows, does not notebooks. move from place to place, makes its own food and can reproduce, or make ● Students are learning to baby plants. construct an argument based on Q: what does a plant need in order how humans impact their

Board Approval Date: January 2019 20 Chesterfield Next Generation Science Standards Curriculum Guide

for this to happen? environment in order to meet their needs. Answer) Plants NEED 2 things: water and light.) ● Students are learning to use -Students models to identify and discover will be able to see a picture of a the needs of different plants playground and decipher from what and animals (including humans) they are seeing things that are living in order to meet their needs. vs. non-living. ● Students are learning to explore Living_non-livingk-2_unit_guide the different ways that plants .pdf and animals (including humans) change their environment in order to meet their needs through: videos, models, and collaboration.

● Students are learning to communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail on how to reduce the impact of humans on the land, water, air, and/or other living things in their local environment.

Possible Anchor Chart: Possible Anchor Chart: https://www.pinterest.com/pin/261982903302251338/ - Plant/Animal needs https://www.pinterest.com/pin/272186371202631016/ - Animal Habitats

Board Approval Date: January 2019 21 Chesterfield Next Generation Science Standards Curriculum Guide

Board Approval Date: January 2019 22 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Living Mentor Texts: Things and Their Needs Unit National Geographic Kids!

Resources/Websites: How Does a Plant Grow? by Lawrence F. Lowery https://www.youtube.com/user/scishowkids http://pbskids.org/wildkratts/creaturepedia/

What Does an Animal Eat? by Lawrence F. Lowery Video suggestions: Brainpop Jr. “Plant Life Cycle”;

Discovery Education Streaming “The Language of

Science: Life Science K-2: Plants”

Video: Brainpop Jr. “Food Chain”

Grade K Weather and Sky Recommended Pacing: 6-8 Weeks

Unit Summary:

Young children are naturally curious about their surroundings and how the weather affects their daily lives. Weather and Sky provides an engaging introduction to what may be students’ rst experience with weather and science concepts by extending students’ natural curiosity, focusing on direct observations, and introducing the main weather features.

Next Generation Science Performance Expectations: • K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]

Board Approval Date: January 2019 23 Chesterfield Next Generation Science Standards Curriculum Guide

• K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. • K-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface. • K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Asking Questions and Defining PS3.B: Conservation of Energy and Patterns Problems Asking questions and Energy Transfer Patterns in the natural world can defining problems in grades K–2 Sunlight warms Earth’s surface. be observed, used to describe builds on prior experiences and (K-PS3-1),(K-PS3-2) phenomena, and used as evidence. progresses to simple descriptive ESS2.D: Weather and Climate (K-ESS2-1) questions that can be tested. ● Ask Weather is the combination of Cause and Effect questions based on observations to sunlight, wind, snow or rain, and Events have causes that generate find more information about the temperature in a particular region observable patterns. designed world. (KESS3-2) at a particular time. People (K-PS3-1),(K-PS3-2),(K-ESS3-2) Planning and Carrying Out measure these conditions to ------Investigations Planning and describe and record the weather Connections to Engineering, carrying out investigations to and to notice patterns over time. Technology, answer questions or test solutions (K-ESS2-1) a nd Applications of Science to problems in K–2 builds on prior ESS3.B: Natural Hazards experiences and progresses to Some kinds of severe weather are Interdependence of Science, simple investigations, based on fair more likely than others in a given Engineering, and Technology tests, which provide data to region. Weather scientists forecast People encounter questions about support explanations or design severe weather so that the the natural world every day. solutions. ● Make observations communities can prepare for and (K-ESS3-2) (firsthand or from media) to collect respond to these events. Influence of Engineering, data that can be used to make (K-ESS3-2) Technology, and Science on Society comparisons. (K-PS3-1) Analyzing ETS1.A: Defining and Delimiting an and the Natural World and Interpreting Data Analyzing Engineering Problem People depend on various data in K–2 builds on prior Asking questions, making technologies in their lives; human experiences and progresses to observations, and gathering life would be very different without

Board Approval Date: January 2019 24 Chesterfield Next Generation Science Standards Curriculum Guide

collecting, recording, and sharing information are helpful in thinking technology. (K-ESS3-2) observations. about problems. (secondary to Use observations (firsthand or K-ESS3-2) from media) to describe patterns in the natural world in order to answer scientific questions. (K-ESS2-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. ● Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. (K-PS3-2) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. ● Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. (K-ESS3-2) ------Connections to Nature of Science Scientific Investigations Use a Variety of Methods ● Scientists use

Board Approval Date: January 2019 25 Chesterfield Next Generation Science Standards Curriculum Guide

different ways to study the world. (K-PS3-1) Science Knowledge is Based on Empirical Evidence ● Scientists look for patterns and order when making observations about the world. (K-ESS2-1)

NJSLS Reading Standards for Informational Text (Grade K):

CPI # Cumulative Progress Indicator (CPI)

R.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3- 2)

NJSLS Writing (Grade K):

CPI # Cumulative Progress Indicator (CPI)

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS3-1),(K-PS3-2),(K-ESS2-1)

NJSLS Speaking and Listening (Grade K): CPI # Cumulative Progress Indicator (CPI)

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)

NJSLS Mathematical Standards and Practices (Grade K):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (K-ESS2-1)

MP.4 Model with mathematics. (K-ESS2-1),(K-ESS3-2)

Board Approval Date: January 2019 26 Chesterfield Next Generation Science Standards Curriculum Guide

K.CC Counting and Cardinality (K-ESS3-2)

K.CC.A Know number names and the count sequence. (K-ESS2-1)

K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)

K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K- PS3-1),(K-PS3-2)

K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

• How does the nighttime sky differ from the ● Students will Observe, record, and daytime sky? communicate many things, big and small, far • Is the weather the same everywhere every away or nearby, that are seen in the sky, day? such as rainbows, birds, airplanes, clouds, • If not, what are some differences on Sun, Moon, etc. different days? In different places? ● Students will Discuss and differentiate

Board Approval Date: January 2019 27 Chesterfield Next Generation Science Standards Curriculum Guide

• What are some ways to prepare for a objects seen in the daytime and/or nighttime natural disaster? sky. • What is temperature? • How can it be measured? ● Students will observe and record daily • What does the Sun provide? weather changes. • What effect does the Sun have on things? ● Students will identify weather changes from • How can you protect objects from the Sun’s day to day using charts (temperature, wind rays? direction/ speed, precipitation, cloud cover). • Students will identify weather features and graph data. • Students will discuss activities that take place during specic weather conditions. • Discuss the effects of weather on human activities.

● Students will observe daily weather conditions and record observations in science notebooks. ● Students will Discuss weather safety and analyze ways to stay safe during a variety of weather conditions. • Students will discuss tornadoes and the procedure for a tornado drill in the classroom or school. • Students will use models to help understand how a ood occurs. • Students will analyze weather data in science notebooks, looking for patterns and connections. • Students will report the weather & compare observations with those of classmates.

● Students will use and apply the words hot, warm, cold, and cool to describe temperature.

Board Approval Date: January 2019 28 Chesterfield Next Generation Science Standards Curriculum Guide

• Students will interact with a teacher-led demonstration that uses a thermometer as a tool to measure temperature. • Students will observe thermometers as tools that provide consistent measurements of temperature. ● Students will discuss the idea that the Sun is Earth’s source of light and heat. • Students will determine the effects of the Sun on an object. ● Students will explore ways to cool objects down. ● Students will investigate and implement a plan to cool objects down. • Students will test and retest the plan to see if and how it works.

Phenomena Learning Objectives Formative Assessment

Weather-1-weather-patterns Students are learning to predict and record This unit offers several ways to assess observations of the day and night skies. students, including a pre- and a post-unit ------assessment opportunity. ** Story: As a young girl, I use to go for Students compare and contrast their a picnic with my family. We would enjoy observations to recognize Teachers can also use class discussions and lunch together and then one of the fun Patterns with the sun and the moon. charts to assess each lesson. things we use to do was lay back and Students will be able to make observations look up at the sky. We use to try to see record what they see using a class weather Student Activity Sheets and science notebook if any of the clouds resembled any pocket chart and weather cards. entries—including drawings, writings, and objects such as animals, landforms, dictated statements—can be used to gauge food, etc. Have any of you ever took the Students will use the words hot, warm, cool, individual understanding of objectives and key time to really observe the sky to see all and cold to describe temperature vocabulary throughout the unit. that is within eye’s reach? through their direct observations, but the thermometer model demonstrates how a The Assessment Observation Sheets supplied ● Have you ever seen anything in thermometer works and how its appearance with each lesson help teachers document and the clouds that looked like changes in measure students’ progress and knowledge something to you? different temperatures. using informal assessment.

Board Approval Date: January 2019 29 Chesterfield Next Generation Science Standards Curriculum Guide

------When I think of the sky and all that one A general rubric is provided to help teachers can see, many words come to mind. evaluate individual students at any point in the What are you able to think of? unit. The rubric provides a progression of skills ------and understanding that covers exploration, When looking up at the sky, I begin to vocabulary, concept building, and notebook wonder if there are things that will be up entries. in the sky during both the daytime and nighttime. What are some things that you think may still be there during the day and at night? ------*How do clouds make rain?

Possible Anchor Chart: Possible Anchor Chart:

Board Approval Date: January 2019 30 Chesterfield Next Generation Science Standards Curriculum Guide

Board Approval Date: January 2019 31 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Weather Mentor Texts: Bear’s Busy Year: A Book About Seasons, by Marcia and Climate Unit Leonard Magic Monsters Learn About Weather, by Sylvia Tester Resources/Websites: What’s a Bear to Wear?, by Laura Rossiter

Board Approval Date: January 2019 32 Chesterfield Next Generation Science Standards Curriculum Guide

Grade 1 Exploring Organisms Recommended Pacing: 15 days

Unit Summary:

Exploring Organisms introduces students to the importance of structure and function in plants and animals and the ties that exist between parents and their offspring. Students actively investigate the difference between living and nonliving things, the needs that all of life depends upon, the structures that organisms have to help them obtain these needs, the parental roles that exist in the animal kingdom, and the similarities and variations that exist between parents and their offspring. Throughout the unit, students tie in the basic concepts of structure and function that help different species survive. Students also begin to observe patterns that exists between parents and their offspring, starting with the forms of communication and types of parental care that exist between many animals. Students then begin to observe the pattern that offspring look similar but not identical to their parents by looking at themselves and their own relatives. By the end of the unit, students understand that variations exist between the parents and offspring of all members of the plant and animal kingdoms. The unit culminates with an engineering activity in which small groups work together to apply what they know about structure and function to design a solution to a real-life problem that exists for human parents in the care of their offspring.

Next Generation Science Performance Expectations: Students who demonstrate understanding can: 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or

Board Approval Date: January 2019 33 Chesterfield Next Generation Science Standards Curriculum Guide

animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and LS1.A: Structure and Function Patterns Designing Solutions ● All organisms have external ● Patterns in the natural world Constructing explanations and parts. Different animals use their body can be observed, used to describe designing solutions in K–2 builds on parts in different ways to see, hear, phenomena, and used as evidence. prior experiences and progresses to the grasp objects, protect themselves, (1-LS1-2),(1-LS3-1) use of evidence and ideas in move from place to place, and seek, Structure and Function constructing evidence-based accounts find, and take in food, water and air. ● The shape and stability of of natural phenomena and designing Plants also have different parts (roots, structures of natural and designed solutions. stems, leaves, flowers, fruits) that help objects are related to their function(s). ● Make observations (firsthand or them survive and grow. (1-LS1-1) (1-LS1-1) from media) to construct an LS1.B: Growth and Development of Connections to Engineering, evidence-based account for natural Organisms Technology, and Applications of phenomena. (1-LS3-1) ● Adult plants and animals can Science ● Use materials to design a device have young. In many kinds of animals, that solves a specific problem or a parents and the offspring themselves Influence of Engineering, solution to a specific problem. engage in behaviors that help the Technology, and Science on Society (1-LS1-1) offspring to survive. (1-LS1-2) and the Natural World Obtaining, Evaluating, and LS1.D: Information Processing ● Every human-made product is Communicating Information ● Animals have body parts that designed by applying some knowledge ● Obtaining, evaluating, and capture and convey different kinds of of the natural world and is built by built communicating information in K– 2 information needed for growth and using materials derived from the builds on prior experiences and uses survival. Animals respond to these natural world observations and texts to communicate inputs with behaviors that help them new information. survive. Plants also respond to some ● Read grade-appropriate texts external inputs. (1-LS1-1) and use media to obtain scientific LS3.A: Inheritance of Traits information to determine patterns in ● Young animals are very much, the natural world. (1-LS1-2) but not exactly, like their parents. Scientific Knowledge is Based on Plants also are very much, but not Empirical Evidence exactly, like their parents. (1- LS3-1)

Board Approval Date: January 2019 34 Chesterfield Next Generation Science Standards Curriculum Guide

● Scientists look for patterns and LS3.B: Variation of Traits order when making observations about ● Individuals of the same kind of the world. (1-LS1-2) plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1)

NJSLS Reading Standards for Informational Text (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

RI.1.1 Ask and answer questions about key details in a text. (1-LS1-2),(1-LS3-1)

RI.1.2 Identify the main topic and retell key details of a text. (1-LS1-2)

RI.1.10 With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2)

NJSLS Writing (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS1- 1),(1-LS3-1)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3-1)

NJSLS Speaking and Listening (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

S.L.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Board Approval Date: January 2019 35 Chesterfield Next Generation Science Standards Curriculum Guide

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

NJSLS Mathematical Standards and Practices (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (1-LS3-1)

MP.5 Use appropriate tools strategically. (1-LS3-1)

1.0A.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.

1.NBT.B.3 Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols , , and . (1-LS1-2)

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1- LS1-2)

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (1-LS1-2)

1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1)

Board Approval Date: January 2019 36 Chesterfield Next Generation Science Standards Curriculum Guide

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: What makes something living? Students will understand/be able to... EQ1: EQ2: What do all living things need in order to survive? ● Distinguish between living and nonliving things in the environment. EQ3: How do some animal parents take care of their babies? EQ2: ● Identify the needs of living things. EQ4: What patterns of behavior exist between parents and ● Observe body structures that help living things meet their young? their needs. ● Set up an environment and begin growing a bean EQ5: How are offspring like, but not exactly like, their plant. parents? EQ3: ● Understand that many offspring cannot survive without EQ6: What external structures do plants and animals have? assistance from parents. ● Use oral and written communication skills to explain EQ7: How do these structures help these organisms? how animal parents care for their offspring. EQ4: EQ8: How can these structures be used to design a solution ● Use text and media to determine patterns that exist in to a human problem? the animal kingdom between parents and their offspring that enable the offspring a better chance at

Board Approval Date: January 2019 37 Chesterfield Next Generation Science Standards Curriculum Guide

survival. EQ5: ● Compare similarities and differences between themselves and their parents. ● Identify similarities and differences between animal offspring and their parents. ● Observe a bean plant to collect evidence on the similarities and differences between plant parents and plant offspring. ● Construct an evidence-based account that young plants and animals are similar but not identical to their parents. EQ6: ● Draw and label plant structures from a bean plant and describe their functions. ● Observe and identify various animal body structures. EQ7: ● Predict the function of each animal structure. EQ8: ● Design a solution to a human problem by mimicking how plants and/or animals use their external structures to help them survive.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Lesson 1

Board Approval Date: January 2019 38 Chesterfield Next Generation Science Standards Curriculum Guide

Show the class an example of • Distinguish between living and nonliving 1. Use Assessment Observation Sheet to something that has things in the environment. assess class and adjust instruction as living/non-living objects such • Identify the needs of living things. needed. as a playground or courtyard. • Observe body structures that help living 2. Use Science Notebook Opportunities to Have them ponder the idea things meet their needs. formatively assess the class and adjust of what makes something • Set up an environment and begin instruction as needed. living vs. non-living. growing growing a bean plant. 3. Evaluate student understanding through class discussions. General Rubric

Lesson 2

• Understand that many offspring cannot 1. Use Assessment Observation Sheet for survive without assistance from parents. lesson 2 to assess class and adjust • Use text and media to determine instruction as needed. patterns that exist in the animal kingdom 2. Use students’ entries in their science between parents and their offspring that notebooks to assess understanding of how enable the offspring a better chance at parents take care of their young. survival. 3. Evaluate student understanding through • Use oral and written communication class discussions. skills to explain how animal parents care for their offspring. General Rubric

Lesson 3

Why are polar bears white? • Compare similarities and differences 1. Use Student Activity Sheet 3B: Prove It! https://mysteryscience.com/po between themselves and their parents. to assess individual understanding that wers/mystery-2/structure-survi • Identify similarities and differences animals are like, but not exactly like, their val/118?r=10855914 between animal offspring and their parents. parents. 2. Use Assessment Observation Sheet for • Observe a bean plant to collect evidence lesson 3 to assess class and adjust on the similarities and differences between instruction as needed. plant 3. Use Science Notebook Opportunities to parents and plant offspring. formatively assess the class and adjust • Construct an evidence-based account instruction as needed. that young plants and animals are similar 4. Evaluate student understanding through but not class discussions.

Board Approval Date: January 2019 39 Chesterfield Next Generation Science Standards Curriculum Guide

identical to their parents. General Rubric

Lesson 4

• Draw and label plant structures from a 1. Use Student Activity Sheet 4A: My Bean bean plant and describe their functions. Plant to assess individual • Observe and identify various animal understanding of plant structures and their body structures. functions. • Predict the function of each animal 2. Use Student Activity Sheet 4B: What Do structure. You Use This For? and Student Activity • Design a solution to a human problem by Sheet 4C: Insects Are Animals Too! to mimicking how plants and/or animals use assess individual understanding of plant their external structures to help them structures and their functions. survive. 3. Use the Assessment Observation Sheet for Lesson 4 to assess class and adjust instruction as needed. 4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions. General Rubric

Possible Anchor Chart: ● Venn Diagram - Animal Needs/Plant Needs ● Title a piece of chart paper “Ways Parents Care for ● Babies.” ● Plant Poster from the kit materials or another resource that shows a plant’s life cycle and structures.

Board Approval Date: January 2019 40 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Exploring Mentor Texts: Organisms Unit ● Discovering Plants Literacy Reader ● That’s How! by Christoph Niemann Resources/Websites: ● Discovering Plants ● How Animal Babies Stay Safe by Mary Ann Fraser www.teachengineering.org ● Are You My Mother? By P.D. Eastman ● Born in the Wild: Baby Mammals and Their Parents by Lita www.betterlesson.com Judge ● Plant Secrets by Emily Goodman www.carolinascienceonline.com ● What Do You Do With a Tail Like This? by Steve Jenkins

www.zooborns.com

Mysteryscience.com

Grade 1 Sky Watchers Recommended Pacing: 24 days

Unit Summary:

The six lessons in Sky Watchers provide multiple strategies for teaching Earth and space science topics. Students make direct observations of objects in day and night skies and are introduced to the phases of the moon. They expand on the concepts of rotation and revolution, confront the misconception that seasons result from the distance between Earth and the Sun, analyze shadows, and sequence the order of planets and their distances from the Sun. Finally, students work in cooperative groups, synthesize information, and use models to teach the rest of the class about one of the topics they’ve studied.

Next Generation Science Performance Expectations: Students who demonstrate understanding can: 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky,

Board Approval Date: January 2019 41 Chesterfield Next Generation Science Standards Curriculum Guide

move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.] 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out ESS1.A: The Universe and its Stars Patterns Investigations ● Patterns of the motion of the ● Patterns in the natural world Planning and carrying out sun, moon, and stars in the sky can be can be observed, used to describe investigations to answer questions or observed, described, and predicted. (1- phenomena, and used as evidence. test solutions to problems in K–2 builds ESS1-1) (1-ESS1-1),(1-ESS1-2) on prior experiences and progresses to ESS1.B: Earth and the Solar System ------simple investigations, based on fair ● Seasonal patterns of sunrise Connections to Nature of Science tests, which provide data to support and sunset can be observed, described, explanations or design solutions. and predicted. (1-ESS1-2) Scientific Knowledge Assumes an ● Make observations (firsthand Order and Consistency in Natural or from media) to collect data that can Systems be used to make comparisons. ● Science assumes natural events (1-ESS1-2) happen today as they happened in the Analyzing and Interpreting Data past. (1-ESS1-1) Analyzing data in K–2 builds on prior ● Many events are repeated. experiences and progresses to (1-ESS1-1) collecting, recording, and sharing observations. ● Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (1- ESS1-1)

NJSLS Reading Standards for Informational Text (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

Board Approval Date: January 2019 42 Chesterfield Next Generation Science Standards Curriculum Guide

RF.1.1 Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills.

RF.1.2 Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

NJSLS Writing (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1- ESS1-1),(1-ESS1-2)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1),(1-ESS1-2)

NJSLS Speaking and Listening (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Board Approval Date: January 2019 43 Chesterfield Next Generation Science Standards Curriculum Guide

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6 Produce complete sentences when appropriate to task and situation.

NJSLS Mathematical Standards and Practices (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (1-ESS1-2) MP.4 Model with mathematics. (1-ESS1-2)

MP.5 Use appropriate tools strategically. (1-ESS1-2)

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. (1-ESS1-2)

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (1-ESS1-2) 1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or

Board Approval Date: January 2019 44 Chesterfield Next Generation Science Standards Curriculum Guide

four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: How is the daytime sky like the nighttime sky? EQ1: ● Share prior knowledge in a brainstorming session of EQ2: How is the daytime sky different from the nighttime objects that appear in the day and night skies. sky? ● Records observations of objects in the day and night skies through writing and illustrations in science EQ3: What causes the pattern of night and day? notebooks. EQ2: EQ4: What is the difference between rotation and ● Compare and contrast objects seen in the day and revolution? night skies using Venn diagrams, direct observation, and class discussions. EQ5: How does the tilt of Earth cause seasons? ● Pre-assess students’ knowledge about why we have day and night. EQ6: How do shadows affect daily life on Earth? EQ3: ● Use models to directly observe the repeating pattern of EQ7: How do temperatures differ in Sun and in day and night. shade? ● Discuss and model how Earth rotates on its axis around the Sun, causing the repeating pattern of day EQ8: Why does the shape of the Moon look and night

Board Approval Date: January 2019 45 Chesterfield Next Generation Science Standards Curriculum Guide

different at different times during the month? ● Observe how Earth is spherical in shape. ● Explore the concept of rotation and how Earth spins, or EQ9: How can the information learned in this unit be used to rotates, once per 24 hours. describe the relationship between the Sun, Earth, and Moon? ● Recognize that the repeating pattern of day and night continues daily due to the rotation of Earth. EQ4: ● Observe that Earth revolves around the Sun once a year in a cyclical fashion. ● Observe that Earth rotates once every 24 hours on its axis, causing the repeating pattern of day and night. ● Model and discuss how the Sun is the center of the solar system. EQ5: ● Demonstrate Earth’s tilt using models, and recognize that Earth’s tilt results in seasonal changes. ● Observe and discuss seasons as repeated patterns that occur every year. ● Begin understanding that Earth’s tilt in relation to the Sun affects the temperature of Earth. EQ6: ● Set up an experiment to trace the pattern of a shadow over time. Record and analyze data from the experiment. ● Relate collected data to the Sun’s apparent movement across the sky. EQ7: ● Set up an experiment to compare temperatures in sunlight and shade. Record data and use it to draw conclusions. ● Analyze how the Sun’s position and motion appear to change over the course of a day’s time. ● Conclude that the Sun provides light and heat necessary to heat Earth by observing temperatures and collecting data from thermometers placed in the sunlight and shade. ● Trace and analyze how a shadow changes position over a period of time relative to an object.

Board Approval Date: January 2019 46 Chesterfield Next Generation Science Standards Curriculum Guide

EQ8: ● Use images and direct observation to learn about the apparent shapes of the Moon. ● Describe changes in the Moon’s appearance over a period of time. ● Recall and apply understandings about rotation and revolution. ● Learn that the Moon revolves around Earth once a month. ● Recognize and observe that the phases of the Moon repeat in a predictable monthly pattern. ● Evaluate why the Moon appears a different shape at different times during the month. ● Explain how the Moon appears to move relative to Earth and the Sun. EQ9: ● Describe the position of an object by locating it relative to another object or its surroundings. ● Describe general characteristics of the Sun, Earth, and Moon as interacting parts that form a whole. ● Use models to help develop an understanding of systems that are too big to study directly. ● Construct models that demonstrate the relationship of the Sun-Earth-Moon system, including orbit and position.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Lesson 1

Why does the sky turn dark at night? • Share prior knowledge in a brainstorming 1. Activate discussion period and session of objects that appear in the day Venn diagram to develop students’ and prior knowledge. Keep the diagram night skies. so students may add new information • Records observations of objects in the

Board Approval Date: January 2019 47 Chesterfield Next Generation Science Standards Curriculum Guide

day and night skies through writing and to it, make corrections, or expand on illustrations in science notebooks. their ideas. • Compare and contrast objects seen in the 2. Review Student Activity Sheets 1A day and night skies using Venn diagrams, and 1B to make sure students are direct observation, and class discussions. complete and clear. See page 12 for • Pre-assess students’ knowledge about specific information to look for in why we have day and night. each of students’ drawings. 3. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 4. Evaluate student understanding through class discussions. 5. Use the Assessment Observation Sheet for lesson 1 to formatively assess class and adjust instruction as needed.

General Rubric

Lesson 2

Show students a picture of the night • Use models to directly observe the 1. In addition to evaluating responses sky and daytime sky. I looked at my repeating pattern of day and night. on Student Activity Sheet 2, you may watch at 9:00 at night and it was dark. • Discuss and model how Earth rotates on find it helpful to evaluate students in I went to bed and when I woke up it its axis around the Sun, causing the small groups as they demonstrate was light. What causes day and night? repeating pattern of day and night. and explain night and day changes. • Observe how Earth is spherical in shape. This is especially suitable for younger • Explore the concept of rotation and how learners. Earth spins, or rotates, once per 24 hours. 2. Be sure that students have • Recognize that the repeating pattern of grasped the main points, primarily day and night continues daily due to the that Earth rotates on its axis once rotation of Earth. every 24 hours, and it is this rotation that causes night and day in repeating, predictable patterns. 3. Use Science Notebook Opportunities to formatively assess

Board Approval Date: January 2019 48 Chesterfield Next Generation Science Standards Curriculum Guide

the class and adjust instruction as needed. 4. Evaluate student understanding through class discussions. 5. Use the Assessment Observation Sheet for Lesson 2 to formatively assess students and adjust instruction as needed.

General Rubric

Lesson 3

When I walk my dog, it used to be light • Observe that Earth revolves around the 1. In addition to evaluating responses out at the same time of day, now it is Sun once a year in a cyclical fashion. on the student activity sheets, you dark. Why would it be dark now and a • Observe that Earth rotates once every 24 may find it helpful to evaluate month ago, it was light? hours on its axis, causing the repeating students in small groups, where they pattern of day and night. demonstrate and explain night and • Model and discuss how the Sun is the day and seasonal changes. This is center of the solar system. especially suitable for young learners. • Demonstrate Earth’s tilt using models, 2. Be sure that students have and recognize that Earth’s tilt results in grasped the main points, which seasonal changes. include: • Observe and discuss seasons as repeated • Earth rotates on its axis once every patterns that occur every year. 24 hours, and this rotation causes • Begin understanding that Earth’s tilt in night and day. relation to the Sun affects the temperature • Earth revolves around the Sun once of Earth. a year. • Earth is tilted on its axis, and the tilt, relative to the Sun, determines seasonal changes. • All of these occur in repeating, predictable patterns 3. Check student activity sheets to confirm that students have recorded their observations thoroughly and accurately.

Board Approval Date: January 2019 49 Chesterfield Next Generation Science Standards Curriculum Guide

4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions. 6. Use the Assessment Observation Sheet for lesson 3 to formatively assess individual students and adjust instruction as needed.

General Rubric

Lesson 4

One day I was outside drawing with • Set up an experiment to trace the pattern 1. Assess students’ abilities to record chalk on the sidewalk. I decided to of a shadow over time. Record and analyze data by evaluating the Student trace my shadow. When I went data from the experiment. Activity Sheets. Students should be outside later on that day and stood in • Relate collected data to the Sun’s able to make accurate recordings of the same spot, my shadow had moved. apparent movement across the sky. time, shadow positions and length, Why would my shadow move? • Set up an experiment to compare and temperatures. temperatures in sunlight and shade. Record 2. Listen to responses data and use it to draw conclusions. during the discussion • Analyze how the Sun’s position and periods to make sure students have motion appear to change over the course of grasped the main points. They should a day’s time. be able to: • Conclude that the Sun provides light and • Conclude that the Sun is the source heat necessary to heat Earth by observing of heat and light for Earth. temperatures and collecting data from • Describe the apparent movement of thermometers placed in the sunlight and the Sun across the sky. shade. • Compare the length of shadows at • Trace and analyze how a shadow changes different times of the day. position over a period of time relative to an 3. Listen for students to use object. vocabulary accurately to convey key concepts. 4. Use Science Notebook Opportunities to formatively assess

Board Approval Date: January 2019 50 Chesterfield Next Generation Science Standards Curriculum Guide

the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions.

General Rubric

Lesson 5

One night I was taking my dogs out • Use images and direct observation to 1. Listen to discussions to check that and it was pitch dark outside. A couple learn about the apparent shapes of the students are using the new nights later, I took the dogs out at the Moon. vocabulary related to the Moon’s same time of night and it was lighter. • Describe changes in the Moon’s phases appropriately. Why would it be pitch dark one night appearance over a period of time. 2. During the review discussions, and lighter on another night at the • Recall and apply understandings about check whether students recall the same exact time? rotation and revolution. concepts of rotation and revolution. • Learn that the Moon revolves around 3. Evaluate the student activity Earth once a month. sheets to see if students were able to • Recognize and observe that the phases of illustrate four major phases of the the Moon repeat in a predictable monthly Moon and recognize that the lunar pattern. pattern occurs once a month. • Evaluate why the Moon appears a 4. Use Science Notebook different shape at different times during the Opportunities to formatively assess month. the class and adjust instruction as • Explain how the Moon appears to move needed. relative to Earth and the Sun. 5. Evaluate student understanding through class discussions.

General Rubric

Lesson 6

• Describe the position of an object by 1. In Part A, note how diligently and locating it relative to another object or its cooperatively students work to surroundings. develop a plan for their presentation. • Describe general characteristics of the Note whether they are completing all Sun, Earth, and Moon as interacting parts parts of Student Activity Sheet 6 at that form a whole. the appropriate time to both guide

Board Approval Date: January 2019 51 Chesterfield Next Generation Science Standards Curriculum Guide

• Use models to help develop an and record their progress. understanding of systems that are too big 2. In Part B, note how students carry to study directly. out their plan as they teach their • Construct models that demonstrate the concept to the class. Students should relationship of the Sun-Earth-Moon system, be readily able to answer questions including orbit and position. posed about their concept. Presentations should also refer to previous lesson content for evidence of student learning. 3. The post-assessment use of the unit’s class charts should provide a review in which students evaluate how much they have learned throughout the unit. 4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions. 6. Refer to the included Assessment Observation Sheet for lesson 6 to assess individual students’ progress and adjust instruction as needed.

General Rubric

Possible Anchor Chart: Possible Anchor Chart: ● Venn Diagram - Nighttime Sky/Daytime Sky ● Title a sheet of chart paper “What I Know About the Seasons” ● Venn diagram“What Can We See in the Sky?” ● Title a sheet of chart paper “What Is the Sun and Where Does ● 3 Charts - What Do We Know About the Sun? What Do We it Appear?” Know About the Moon? What Do We Know About How the ● Title a sheet of chart paper “Temperature in Sun and Shade” Sun and Moon Affect Earth? (2 copies of each) and divide it into two columns, one titled “Temperatures in the Sun” and the other “Temperatures in the Shade.”

Board Approval Date: January 2019 52 Chesterfield Next Generation Science Standards Curriculum Guide

● Title a sheet of chart paper “Day and Night.” Divide the paper ● Title a sheet of chart paper “New Moon vs. Full Moon.” into two columns. Label the left column “What I Know” and the ● right column “What I Want to Find Out.”

Core Materials: Carolina Building Blocks of Science - Mentor Texts: Skywatchers Unit ● Sky Watchers Literacy Reader ○ “Objects in the Sky,” pgs. 2–3 Resources/Websites: ○ “The Sun in the Sky,” pgs. 4–7

○ “How Earth Moves,” pgs. 8–13 www.teachengineering.org ○ “The Sun in the Sky” pgs. 4–7 www.betterlesson.com ○ “Science and Engineering Practices,” pg. 14 ○ “Careers,” pg. 15 www.carolinascienceonline.com ● What Makes Day and Night by Franklyn Branley PBS video “Solar Eclipses,”http://www.pbslearningmedia. (HarperCollins, 2015) org/resource/ess05.sci.ess.eiu.eclipse/solar-eclipses/ ● Seasons by Blexbolex (Enchanted Lion Books, 2010) ● Season to Season by Christine Price (Steck- Vaughn, 1997) www.shadow-puppets.com ● Moonbear’s Shadow by Frank Asch (Aladdin, moongiant.com/phase/today ● 2000) ● Footprints on the Moon by Alexandra Siy www.nasa.gov. ● (Charlesbridge, 2001) ● The Moon by Seymour Simon (Simon and “The Moon for Kids,” from Kidipede: Eclipses for Kids—What is ● Schuster, 2003) an eclipse of the Moon? http://scienceforkids.kidipede.com/physics/space/eclipsemoon.htm

Board Approval Date: January 2019 53 Chesterfield Next Generation Science Standards Curriculum Guide

Grade 1 Light and Sound Waves Recommended Pacing: 20 days

Unit Summary:

The Building Blocks of Science® unit Light and Sound Waves introduces students to the physical science of light and sound, including that both phenomena travel in waves. In the first part of the unit, students use flashlights to explore and then discuss how light travels and how light interacts with different materials. Students collect evidence of these properties and interactions by manipulating the path of light and experimenting with several materials to see how light interacts with each. In the second part of the unit, students investigate sound, and how sound travels. By creating different sounds and examining how the sound is produced, students trace the wave from the point at which it is created to the ear. To conclude the unit, students review what they know about light and sound and compare the similarities and differences.

Next Generation Science Performance: Students who demonstrate understanding can: 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] 1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Board Approval Date: January 2019 54 Chesterfield Next Generation Science Standards Curriculum Guide

Planning and Carrying Out PS4.A: Wave Properties Cause and Effect Investigations Planning and carrying Sound can make matter vibrate, and ● Simple tests can be designed to out investigations to answer questions vibrating matter can make sound. gather evidence to support or refute or test solutions to problems in K–2 (1-PS4-1) student ideas about causes. builds on prior experiences and PS4.B: Electromagnetic Radiation (1-PS4-1),(1-PS4-2),(1-PS4-3) progresses to simple investigations, ● Objects can be seen if light is ------based on fair tests, which provide data available to illuminate them or if they Connections to Engineering, to support explanations or design give off their own light. (1-PS4-2) Technology, and Applications of solutions. Plan and conduct ● Some materials allow light to Science investigations collaboratively to pass through them, others allow only produce data to serve as the basis for some light through and others block all Influence of Engineering, evidence to answer a question. the light and create a dark shadow on Technology, and Science, on (1-PS4-1),(1-PS4-3) any surface beyond them, where the Society and the Natural World Constructing Explanations and light cannot reach. Mirrors can be used ● People depend on various Designing Solutions Constructing to redirect a light beam. (Boundary: technologies in their lives; human life explanations and designing solutions in The idea that light travels from place to would be very different without K–2 builds on prior experiences and place is developed through experiences technology. (1-PS4-4 progresses to the use of evidence and with light sources, mirrors, and ideas in constructing evidence-based shadows, but no attempt is made to accounts of natural phenomena and discuss the speed of light.) (1- PS4-3) designing solutions. PS4.C: Information Technologies ● Make observations (firsthand or and Instrumentation from media) to construct an ● People also use a variety of evidence-based account for natural devices to communicate (send and phenomena (1-PS4- 2) receive information) over long ● Use tools and materials provided distances. to design a device that solves a specific Connections to other DCIs in first problem. (1-PS4-4) grade: ------● N/A Articulation of DCIs across Connections to Nature of Science grade-levels: K.ETS1.A (1-PS4-4); 2.PS1.A (1-PS4-3); 2.ETS1.B Scientific Investigations Use a (1-PS4-4); 4.PS Variety of Methods ● Science investigations begin with a question. (1-PS4-1) ● Scientists use different ways to

Board Approval Date: January 2019 55 Chesterfield Next Generation Science Standards Curriculum Guide

study the world. (1-PS4-1)

NJSLS Reading Standards for Informational Text (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words NJSJS Writing (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1-PS4-2)

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4- 1),(1-PS4-2),(1-PS4-3),(1-PS4-4)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1),(1-PS4-2),(1- PS4-3)

NJSLS Speaking and Listening (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Board Approval Date: January 2019 56 Chesterfield Next Generation Science Standards Curriculum Guide

L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1),(1-PS4-2),(1- PS4-3)

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

NJSLS Mathematical Standards and Practices (Grade 1)

CPI # Cumulative Progress Indicator (CPI)

MP.5 Use appropriate tools strategically. (1-PS4-4)

1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-PS4-4)

1.MD.A.2 Express the length of an object as a whole number of length units, by layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (1-PS4-4)

1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Board Approval Date: January 2019 57 Chesterfield Next Generation Science Standards Curriculum Guide

● 8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product. ● 8.2.2.C.2 Create a drawing of a product or device that communicates its function to peers and discuss. ● 8.2.2.C.3 Explain why we need to make new products. ● 8.2.2.C.4 Identify designed products and brainstorm how to improve one used in the classroom. ● 8.2.2.C.5 Describe how the parts of a common toy or tool interact and work as part of a system. ● 8.2.2.C.6 Investigate a product that has stopped working and brainstorm ideas to correct the problem.

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: Why is light important? EQ1: ● Begin an understanding that light has a source and EQ2: What is needed in order for objects to be travels in a direction. seen? ● Understand that light sources include naturally occurring sources such as the Sun and sources that EQ3: How do different materials affect the way light are designed by humans. shines through them? EQ2: ● Make observations to explain that objects can be seen EQ4: How can mirrors change the path of light? only when illuminated. EQ3: EQ5: What is reflection? ● Observe and experiment with opaque materials to understand that these materials block light and do not EQ6: What are vibrations? let light pass through. ● Observe and experiment with translucent materials to EQ7: What causes sound? understand that these materials let some light pass through. EQ8: How can changing the length of an object ● Begin to develop an understanding that objects reflect change its sound? light. EQ4: EQ9: How does sound travel? ● Work cooperatively in teams to use flashlights and mirrors to carry out experiments EQ10: How can we communicate using light and ● Recognize that in order to see an object, light traveling

Board Approval Date: January 2019 58 Chesterfield Next Generation Science Standards Curriculum Guide

sound? from the object must enter the eye. ● Predict and explore different ways to change a light ray’s path using mirrors and cardboard tubes. EQ5: ● Develop an understanding of reflection, geometric symmetry, and multiplication using mirrors. ● Investigate ways to change reflections using flexible mirrors. ● Begin building a foundation to understand the law of reflection. EQ6: ● Make observations to determine that vibrations create sound waves. EQ7: ● Recognize that waves can vary in size. EQ8: ● Develop the understanding that changing the length of a vibrating object produced different sounds. EQ9: ● Recognize that vibrations create sound waves. ● Draw conclusions about how sound travels in waves through solid objects. ● Use waves to transmit sound over a distance. EQ10: ● Review concepts of light and sound introduced in this unit. ● Discuss the similarities and differences between different forms of communication. ● Design, plan, and construct a device for communicating over a distance using either light or sound.

Possible Phenomena Learning Objectives Formative Assessment

Board Approval Date: January 2019 59 Chesterfield Next Generation Science Standards Curriculum Guide

(Phenomena used may or may not include the following.)

Lesson 1

How can light travel? • Complete a pre-unit assessment about 1. Use the Assessment Observation light. Sheet for lesson 1 to assess class and • Begin an understanding that light has a adjust instruction as needed. source and travels in a direction. 2. Use Science Notebook Opportunities • Understand that light sources include to formatively assess the class and naturally occurring sources such as the Sun, adjust instruction as needed. and sources that are designed by humans. 3. Evaluate student understanding • Distinguish between natural sources of through class discussions. light and light created or designed by humans. • Make observations to explain that objects can be seen only when illuminated. General Rubric

Lesson 2

One day I was fishing in the pond. 1. Use the Assessment Observation I kept on seeing my reflection in Sheet for lesson 2 to assess class and • Observe and experiment with opaque the water. How is that possible? adjust instruction as needed. materials to understand that these materials 2. Use the lesson-specific assessment block light and do not let any pass through. guidelines on page 17 to assess • Observe and experiment with transparent students’ performance in planning and materials to understand that these materials conducting experiments. let most light pass through. 3. Use Science Notebook Opportunities • Observe and experiment with translucent to formatively assess the class and materials to understand that these materials adjust instruction as needed. let some light pass through. 4. Evaluate student understanding • Begin to develop an understanding that through class discussions. objects reflect light.

General Rubric

Lesson 3

Board Approval Date: January 2019 60 Chesterfield Next Generation Science Standards Curriculum Guide

• Work cooperatively in teams to use 1. Use the Assessment Observation flashlights and mirrors to carry out Sheet for lesson 3 to assess class and experiments. adjust instruction as needed. • Recognize that in order to see an object, 2. Use the lesson-specific assessment light traveling from the object must enter guidelines on page 37 to assess the eye. students’ progress in conducting • Predict and explore different ways to experiments. change a light ray’s path using mirrors and 3. Use the Science Notebook cardboard tubes. Opportunities to formatively assess the • Develop an understanding of reflection, class and adjust instruction as needed. geometric symmetry, and multiplication 4. Check student activity sheets to using mirrors. evaluate students’ understanding of key • Investigate ways to change reflections ideas listed on page 37. using flexible mirrors. 5. Evaluate student understanding • Begin building a foundation to understand through class discussions. the law of reflection.

General Rubric

I had a box with various sizes and • Make observations to determine that 1. Use the Assessment Observation widths of rubber bands attached to vibrations create sound waves. Sheet for lesson 4 to assess class and it. Why does one rubber band • Recognize that waves can vary in size. adjust instruction as needed. sound different than another rubber • Construct the understanding that changing 2. Use Science Notebook Opportunities band attached to the same box? the length of a vibrating object produces to formatively assess the class and different sounds. adjust instruction as needed. 3. Evaluate student understanding through class discussions.

General Rubric

Lesson 4

Sounds are everywhere. I was • Recognize that vibrations create sound 1. Use the Assessment Observation thinking one day, where does waves. Sheet for lesson 5 to assess class and sound come from? How is • Draw conclusions about how sound travels adjust instruction as needed. sound produced? in waves through solid objects. 2. Use Science Notebook Opportunities • Use waves to transmit sound over a to formatively assess the class and

Board Approval Date: January 2019 61 Chesterfield Next Generation Science Standards Curriculum Guide

One summer night there was a distance. adjust instruction as needed. thunderstorm. I heard a loud 3. Evaluate student understanding bang and the window shook. through class discussions. How could the loud bang cause my window to shake? General Rubric

Lesson 5

• Review concepts of light and sound 1. Use the Assessment Observation introduced in this unit. Sheet for lesson 6 to assess class and • Discuss the similarities and differences adjust instruction as needed. between different forms of communication. 2. Use the rubric provided to assess • Design, plan, and construct a device for each groups’ communicating over a distance using either communication device. light or sound. 3. Refer to Student Activity Sheet 6 to review each pairs’ design plan. 4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions.

General Rubric

Possible Anchor Chart: Possible Anchor Chart: ● Title a sheet of chart paper “What We Know About Light.” ● Prepare two sheets of chart paper. Title one sheet “What We ● Three general types of materials, each with its own Know about Light” and the second “What We Know about characteristics and interaction with light - Transparent, Sound.” Translucent, or Opaque? ● Create two concept maps by writing the appropriate word ● Title a sheet of chart paper “Reflection” (light or sound)

Board Approval Date: January 2019 62 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Light and Mentor Texts: Sound Waves Unit ● Light and Sound Waves Literacy Reader ○ “What Is Light?” pgs. 5–8 Resources/Websites: ○ “What Is Light?—Light Reflects” pg. 3

○ “What Is Light?” pgs. 2–3 www.teachengineering.org ○ “What Is Light?—Light and Mirrors,” pg. 4 www.betterlesson.com ○ “What Is Sound?” pgs. 10–13 ○ “What Is Sound?” pgs. 10–11 www.carolinascienceonline.com ○ “Science and Engineering Practices,” pg. 14

Chasing the Light and Shadows! https://www.youtube.com/watch?v=mics2LpKFJ0

Bill Nye Sound Travels in Waves https://www.youtube.com/watch?v=ACeUO4ufx2I

Reflection https://i.pinimg.com/originals/1b/e6/b9/1be6b932f00c2733e9c12297533 88e14.jpg

https://www.youtube.com/watch?v=vt-SG7Pn8UU

How is Sound Produced? https://www.youtube.com/watch?v=vXAVduzMyO8

Bill Nye Sound https://www.youtube.com/watch?v=EFpqmdfeMOA

http://www.bbc.co.uk/education/topics/zgffr82/videos/1

Board Approval Date: January 2019 63 Chesterfield Next Generation Science Standards Curriculum Guide

Grade 2 Earth’s Systems: Processes Recommended Pacing: 35 days that Shape the Earth

Unit Summary:

Starting with the movement of water around Earth and ending up on an island, Earth Materials takes students on an exploration of water, rocks, sand, soil, landforms, and bodies of water. Students begin to formulate an understanding that the land is constantly changing, usually over a long period of time (although some changes to the land occur quickly, such as those caused by volcanoes and flash floods). Students also start to realize that wind and water erosion can change the shape of the land.

The unit begins with explorations of four Earth materials. Students learn about the ways water can shape the land, where water can be found, and how water cycles on Earth. Using maps, models, and graphs, students discover where and how water impacts Earth.

The class explores the different types of rocks—igneous, sedimentary, and metamorphic—and classifies rocks by a variety of attributes and properties. In a Family Science Activity, students bring a rock to class for a rock museum. Students also observe and compare the attributes and properties of sand, rocks, and gravel, and come to realize that sand is made when rocks break down by erosion over time.

Students collect local soil from the schoolyard, and observe it carefully to try to identify components such as sand, silt, clay, and loam. Students learn about soil erosion and the effects on the land when soil is eroded by wind and water. They also learn about solutions to slow down or stop the effects of soil erosion. Additionally, students investigate how glaciers shape and change the land over time and how a river forms a canyon.

The understanding that water and wind can change earth materials over time underpins all the explorations of earth materials throughout the unit. The class investigates how vegetation and moist sand on sand dunes can slow or stop wind erosion, and they design solutions to slow or prevent wind erosion by creating a wind barrier.

As a culminating post-assessment activity, students apply what they’ve learned to develop a plan to build a model island, incorporating bodies of water and landforms. Students present their landform models and convey the impact erosion will have on at least one of the landforms represented.

Board Approval Date: January 2019 64 Chesterfield Next Generation Science Standards Curriculum Guide

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 2-ESS1- Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification 1. Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.] 2-ESS2- Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the 1. land.*[Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]

2-ESS2- Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: 2. Assessment does not include quantitative scaling in models.] 2-ESS2- Obtain information to identify where water is found on Earth and that it can be solid or liquid. 3.

Board Approval Date: January 2019 65 Chesterfield Next Generation Science Standards Curriculum Guide

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Developing and Using Models ESS1.C: The History of Planet Earth Patterns Modeling in K–2 builds on prior experiences and ● Some events happen very quickly; others ● Patterns in the natural world can be progresses to include using and developing models occur very slowly, over a time period observed. (2-ESS2-2),(2-ESS2-3) (i.e., diagram, drawing, physical replica, diorama, much longer than one can observe. Stability and Change dramatization, or storyboard) that represent concrete (2-ESS1- 1) ● Things may change slowly or rapidly. events or design solutions. ESS2.A: Earth Materials and Systems (2-ESS2-1) ● Develop a model to represent patterns in ● Wind and water can change the shape of ------the natural world. (2-ESS2-2) the land. (2-ESS2-1) Connections to Engineering,Technology, Constructing Explanations and Designing Solutions ESS2.B: Plate Tectonics and Large-Scale System and Applications of Science Constructing explanations and designing solutions in Interactions K–2 builds on prior experiences and progresses to the ● Maps show where things are located. One Influence of Engineering, Technology, and Science on use of evidence and ideas in constructing can map the shapes and kinds of land Society and the Natural World evidence-based accounts of natural phenomena and and water in any area. (2-ESS2-2) ● Developing and using technology has designing solutions. ESS2.C: The Roles of Water in Earth’s Surface impacts on the natural world. (2-ESS2-1) ● Make observations from several sources Processes ------to construct an evidence-based account ● Water is found in the ocean, rivers, lakes, Connections to Nature of Science for natural phenomena. (2-ESS1-1) and ponds. Water exists as solid ice and ● Compare multiple solutions to a problem. in liquid form. (2-ESS2-3) Science Addresses Questions About the Natural and (2-ESS2-1) ETS1.C: Optimizing the Design Solution Material World Obtaining, Evaluating, and Communicating ● Because there is always more than one ● Scientists study the natural and material Information possible solution to a problem, it is useful world. (2-ESS2-1) Obtaining, evaluating, and communicating information to compare and test designs. (secondary in K–2 builds on prior experiences and uses to 2-ESS2-1) observations and texts to communicate new information. ● Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. (2-ESS2-3)

Board Approval Date: January 2019 66 Chesterfield Next Generation Science Standards Curriculum Guide

NJSLS ELA/Literacy (Grade 2):

CPI # Cumulative Progress Indicator (CPI)

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-ESS1-1) RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-ESS1-1),(2-ESS2-1) RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1) W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2-ESS1-1),(2-ESS2-3) W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-ESS1-1) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-ESS1-1),(2-ESS2-3)

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2-ESS1-1)

SL.2.5 Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-ESS2-2)

NJSLS Mathematical Standards and Practices (Grade 2): CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (2-ESS1-1),(2-ESS2-1),(2- ESS2-2) MP.4 Model with mathematics. (2-ESS1-1),(2-ESS2-1),(2-ESS2-2) MP.5 Use appropriate tools strategically. (2-ESS2-1) 2.NBT.A Understand place value. (2-ESS1-1)

Board Approval Date: January 2019 67 Chesterfield Next Generation Science Standards Curriculum Guide

2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2- ESS2-2) 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. (2-ESS2-1)

Technology/21st Century/Cross-Curricular Connections (standard 9): ● CRP1. Act as a responsible and contributing citizen and employee. ● CRP4. Communicate clearly and effectively and with reason. ● CRP6. Demonstrate creativity and innovation. ● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. ● CRP7. Employ valid and reliable research strategies. ● CRP11. Use technology to enhance productivity ● 8.2.2.B.3 Identify products or systems that are designed to meet human needs.

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: What evidence supports that some Earth events such Students will understand that/how to... as landforms can develop slowly, over a long period of time? EQ2: How can you use a graph to compare the percentage of EQ1: water on Earth to the percentage of land on Earth? ● Identify the uses for water, and that water is a EQ3: What evidence supports that some Earth events such necessity. as landforms can develop slowly, over a long period of time? ● Recognize the various forms of water on Earth. EQ4: What can we learn about rocks by studying their ● Understand that water and ice can change the attributes? shape of land through erosion. EQ5: What evidence supports that water and wind can cause ● Use a map to identify different types of water changes in sand landforms that can develop slowly, over a sources. long period of time? ● Use a model to develop an understanding of the

Board Approval Date: January 2019 68 Chesterfield Next Generation Science Standards Curriculum Guide

EQ6: When designing solutions for the effects of wind on water cycle. sand landforms, what concepts and ideas should be taken EQ2: into account? ● Graph the land and water on Earth to determine EQ7: What evidence supports that water and wind can cause the percentage of water compared to the changes in soil that can develop slowly, over a long period of percentage of land on Earth. time, or can cause changes quickly, over a short period of EQ3: time? ● Understand that changes to earth materials can EQ8: What can you infer about local soil texture after sometimes occur very slowly, over long periods of observing soil? time. EQ9: What evidence supports that some Earth events such EQ4: as changes in landforms caused by water erosion can develop slowly, over a long period of time? ● Make close observations using a hand lens. EQ10: How can we use maps and globes to determine where ● Sort rocks by student-generated rules and a water is found on Earth? variety of attributes. EQ11: What evidence supports that water and wind can ● Recognize that different properties are suited for cause changes in landforms that can develop slowly, over a different purposes. long period of time, or can cause changes quickly, over a ● Recognize that some objects are made of more short period of time? than one material. EQ12: How can developing a model of natural landforms and EQ5: bodies of water help us understand the changes to earth ● Observe the properties of sand and other earth materials? materials. ● Understand sand as a natural earth material that is broken down from rock over time. ● Make the connection that water and wind can change the shape of the land. EQ6: ● Explore and design solutions to wind erosion on sand dunes. EQ7: ● Observe the properties of soil and other earth materials. ● Understand soil as a natural earth material that is broken down from rock over time. ● Recognize that soil contains nutrients for plant growth. ● Make the connection that water and wind can

Board Approval Date: January 2019 69 Chesterfield Next Generation Science Standards Curriculum Guide

erode soil. ● Identify solutions to soil erosion on farmland. EQ8: ● Analyze the texture of local soil. EQ9: ● Understand that water and wind can change the land over time. ● Identify solid natural features of the Earth as landforms. ● Recognize the characteristics of several landforms and how they change over time. EQ10: ● Investigate how glaciers can change the shape of the land through erosion over time. ● Investigate and model how a river can create a canyon over time. EQ11: ● Recognize that wind and water can change the shape of the land. ● Understand that some changes to the land occur slowly, over a long period of time, while others happen quickly. ● Communicate an understanding of landforms and bodies of water. EQ12: ● Apply understanding of landforms to build a model. ● Give a presentation to the class describing a model landform. ● Convey how landforms can be impacted by erosion.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Board Approval Date: January 2019 70 Chesterfield Next Generation Science Standards Curriculum Guide

Identify the uses for water, and that 1. Science Journal prompts water is a necessity. 2. Use Student Activity Sheet 1A: Where’s the Water? to assess Recognize the various forms of water students’ ability to identify landforms on Earth. and bodies of water on a physical map. Lesson 1: Understand that water and ice can 3. Use Student Activity Sheet 1B: The Show a picture of a natural change the shape of land through Water Cycle to assess students’ landform (i.e. Grand Canyon, erosion. understanding of the water cycle. volcanoes, mountains). What do they notice? Start a discussion Use a map to identify different type of on how they think it formed, did water sources. it always looks like this, will it ever change, etc. Use a model to develop an understanding of the water cycle.

Graph the land and water on Earth to determine the percentage of water compared to the percentage of land on Earth.

Make close observations using a hand SAME ASSSESSMENTS lens.

Sort rocks by student-generated rules Lesson 1 (choice 2) and a variety of attributes. Mystery Science

Erosion, Earth’s Surface, & Recognize that different properties are Landforms suited for different purposes. Lesson 3 Recognize that some objects are What’s Strong Enough to make a made of more than one material. canyon

Understand that changes to earth materials can sometimes occur very slowly, over long periods of time.

Board Approval Date: January 2019 71 Chesterfield Next Generation Science Standards Curriculum Guide

1. Use Student Activity Sheet 3A: Saving Sand Dunes Observe the properties of sand and to assess students’ understanding of other earth materials. the effects of wind erosion on sand dunes. Lesson 3: Understand sand as a natural earth Mystery Science: Erosion, material that is broken down from 2. Use Student Activity Sheet 3B: Earth’s Surface, & Landforms: rock over time. Solutions for Wind Lesson 2: Why is there sand at Erosion to assess students’ the beach? Make the connection that water and understanding of designs

wind can change the shape of the for solutions to the problem of wind https://mysteryscience.com/wat land. erosion. er/mystery-2/erosion-earth-s-su

rface-landforms/113?r=8262215 Explore and design solutions to wind 3. Use the included Assessment erosion on sand dunes Observation Sheet for this lesson to formatively assess your class and adjust instruction as needed.

Lesson 4 Observe the properties of soil and 1. Use Student Activity Sheet 4B: Come up with a story about what other earth materials. Schoolyard Soil Textures to assess you found when digging in soil. students’ understanding of textures (i.e. I was doing work in my yard Understand soil as a natural earth available in soil. and found rocks underground, I material that is broken down from dug deeper and it was a different rock over time. color, etc.) Recognize that soil contains nutrients for plant growth.

Analyze the texture of local soil.

Make the connection that water and wind can erode soil.

Identify solutions to soil erosion on

Board Approval Date: January 2019 72 Chesterfield Next Generation Science Standards Curriculum Guide

farmland.

Core Materials: Carolina Building Blocks of Science - Earth’s Mentor Texts: Systems Unit

Resources/Websites: www.teachengineering.org www.betterlesson.com www.google.com/earth www.carolinascienceonline.com

Grade 2 Structure and Properties of Matter Recommended Pacing: 16 days

Unit Summary:

In Matter, students are introduced to the three states of matter—solids, liquids, and gases. They explore the differing arrangement of particles and observe and record different characteristics of each state. Students develop an understanding that not all solids or liquids are the same, and that solids can be malleable and liquids can vary in thickness and fluidity, or viscosity. Students then build on their conception of states of matter by creating mixtures. They observe the outcome of combining solids with solids and solids with liquids.

Students also learn that matter has different properties. Some matter is hard but malleable, conducts heat and electricity, and has shiny or reflective surfaces while other matter is porous, insulates against heat and electricity, and has dull surfaces. Still other matter is soft, filled with air, and floats. Some matter absorbs water, some matter does not. Students learn what each of these kinds of matter is good for in making structures and products that people can use.

Board Approval Date: January 2019 73 Chesterfield Next Generation Science Standards Curriculum Guide

Finally, students learn that there are two kinds of changes that can occur in matter. In physical changes, many of which can be reversed, shape, volume, size, or other physical characteristics may change but the matter retains its identity. In chemical changes, these characteristics may change as well but the matter also changes identity. Chemical changes cannot be reversed. Through discussion and investigation, students learn to distinguish between these two types of change.

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

Board Approval Date: January 2019 74 Chesterfield Next Generation Science Standards Curriculum Guide

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Planning and Carrying Out Investigations PS1.A: Structure and Properties of Matter Patterns Planning and carrying out investigations to answer ● Different kinds of matter exist and many of ● Patterns in the natural and human questions or test solutions to problems in K–2 builds them can be either solid or liquid, designed world can be observed. (2-PS1-1) on prior experiences and progresses to simple depending on temperature. Matter can be Cause and Effect investigations, based on fair tests, which provide data described and classified by its observable ● Events have causes that generate to support explanations or design solutions. properties. (2-PS1-1) observable patterns. (2-PS1-4) ● Plan and conduct an investigation ● Different properties are suited to different ● Simple tests can be designed to gather collaboratively to produce data to serve as purposes. (2-PS1-2),(2-PS1-3) evidence to support or refute student ideas the basis for evidence to answer a ● A great variety of objects can be built up about causes. (2-PS1-2) question.(2-PS1-1) from a small set of pieces. (2-PS1-3) Energy and Matter Analyzing and Interpreting Data PS1.B: Chemical Reactions ● Objects may break into smaller pieces and Analyzing data in K–2 builds on prior experiences and ● Heating or cooling a substance may cause be put together into larger pieces, or progresses to collecting, recording, and sharing changes that can be observed. Sometimes change shapes. (2-PS1-3) observations. these changes are reversible, and ● Analyze data from tests of an object or tool sometimes they are not. (2-PS1-4) ------to determine if it works as intended. Connections to Engineering, Technology, and

Board Approval Date: January 2019 75 Chesterfield Next Generation Science Standards Curriculum Guide

(2-PS1-2) Applications of Science Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in Influence of Engineering, Technology, and Science, on K–2 builds on prior experiences and progresses to the Society and the Natural World use of evidence and ideas in constructing ● Every human-made product is designed by evidence-based accounts of natural phenomena and applying some knowledge of the natural designing solutions. world and is built using materials derived ● Make observations (firsthand or from from the natural world. (2-PS1-2) media) to construct an evidence-based account for natural phenomena. (2-PS1-3) Engaging in Argument from Evidence Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). ● Construct an argument with evidence to support a claim. (2-PS1-4) ------Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena ● Science searches for cause and effect relationships to explain natural events. (2-PS1-4)

NJSLS ELA/Literacy (Grade 2):

CPI # Cumulative Progress Indicator (CPI)

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-PS1-4) RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4) RI.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4) W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a conclusion. (2-PS1-4)

Board Approval Date: January 2019 76 Chesterfield Next Generation Science Standards Curriculum Guide

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-1),(2-PS1-2),(2-PS1-3) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1),(2-PS1-2),(2-PS1-3)

NJSLS Mathematical Standards and Practices (Grade 2): CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (2-PS1-2) MP.4 Model with mathematics. (2-PS1-1),(2-PS1-2). MP.5 Use appropriate tools strategically. (2-PS1-2) 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-1),(2-PS1-2)

Technology/21st Century/Cross-Curricular Connections (standard 9): ● CRP1. Act as a responsible and contributing citizen and employee. ● CRP4. Communicate clearly and effectively and with reason. ● CRP6. Demonstrate creativity and innovation. ● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. ● CRP7. Employ valid and reliable research strategies. ● CRP11. Use technology to enhance productivity. ● 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work. ● 8.2.2.A.5 Collaborate to design a solution to a problem affecting the community. ● 8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product

Benchmark Assessment

Carolina Benchmark Assessments

Board Approval Date: January 2019 77 Chesterfield Next Generation Science Standards Curriculum Guide

Essential Questions: Enduring Understandings:

EQ1: What are things made of? Students will understand that/how to... EQ2: What are the three states of matter? EQ1: EQ3: Can matter change states? ● Recognize that everything is made of many smaller EQ4: What happens when two solids are combined? things. EQ5: What happens when a solid is combined with a ● Understand that the pieces of one thing can liquid? sometimes be arranged differently to make EQ6: What kinds of differences are there in matter? something else. EQ7: Can the differences in matter be useful? ● Know that parts must be ordered to work EQ8: Can heat energy cause physical changes to matter? together. EQ9: Can heat energy cause chemical changes to EQ2: matter? ● Identify the properties of different states of matter. ● Classify three states of matter by their properties. ● Compare and contrast the properties of solids and liquids. EQ3: ● Recognize that matter can go through physical changes without changing the material it is made. EQ4: ● Manipulate substances to determine that different types of matter can be combined to create a mixture. EQ5: ● Investigate solids and liquids to determine that each state of matter can have varying characteristics. EQ6: ● Recognize the physical properties of certain materials. ● Distinguish between materials that float in water and those that sink. EQ7: ● Construct an argument detailing why some materials are better for certain projects than other materials.

Board Approval Date: January 2019 78 Chesterfield Next Generation Science Standards Curriculum Guide

EQ8: ● Investigate physical changes by freezing and warming coconut oil. ● Investigate physical change by adding heat to a bag of unpopped popcorn. EQ9: ● Explain the properties of a chemical change and recognize examples.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Recognize that everything is made of 1. Notebook Prompt: For each of the Lesson 1 many smaller things. following list of materials, list examples of

structures that contain that material: wood, Show the class the Pyramids of Understand that the pieces of one brick, metal, glass. Giza or even skyscrapers. thing can sometimes be arranged Guide a discussion to begin differently to make something else. 2. Use the included Assessment Observation them thinking about what Sheet for this lesson to formatively assess makes up the Know that parts must be ordered to your class and adjust instruction as needed. pyramids/skyscrapers. work together.

Lesson 2 1. Challenge students to draw pictures Investigate solids and liquids to showing the arrangement of particles in a Watch the video below for determine that each state of matter solid, a liquid, and a gas. frying an ice cube to have can have varying characteristics. 2. Use Student Activity Sheet 2A: States of them see the 3 States of Matter to assess student understanding of Matter. Guide discussion on Manipulate substances to determine the three what they observed. that different types of matter can be states of matter. combined to create a mixture. https://www.youtube.com/wat 3. Use the included Assessment Observation ch?v=5WFWOeTTiDQ Sheet for this lesson to formatively assess

Board Approval Date: January 2019 79 Chesterfield Next Generation Science Standards Curriculum Guide

your class and adjust instruction as needed.

4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed.

5. Evaluate student understanding through class discussions.

Investigate solids and liquids to Notebook Prompt: Make a Venn diagram to determine that each state of matter compare and contrast the physical properties can have varying characteristics. of an ice pop and a ball of clay. Then, use evidence from the lesson to form an Lesson 3 Manipulate substances to determine argument to support how these solids are that different types of matter can be different. combined to create a mixture. Assessment Observation Sheet General Rubric to assess individual progress

Notebook Prompt: Name three properties of Recognize the physical properties of matter. certain materials. Use Student Activity Sheet 4B: The Distinguish between materials that Properties of Materials to assess student float in water and those that sink. understanding of how physical properties help determine what materials are good for. Lesson 4

Construct an argument detailing why Use the included Assessment Observation some materials are better for certain Sheet for this lesson to formatively assess projects than other materials. the class and adjust instruction as needed.

Use the General Rubric in Appendix D to assess individual progress as needed.

Lesson 5 Investigate physical changes by 1. Notebook Prompt: What other kinds of

Board Approval Date: January 2019 80 Chesterfield Next Generation Science Standards Curriculum Guide

freezing and warming coconut oil. energy can be changed into heat energy? Use Mystery Science evidence from the lesson to support your Mystery 3 Investigate chemical changes by Answer. Why are so many toys made of adding heat to a bag of unpopped plastic? popcorn. 2. Use Student Activity Sheet 5A: The States of Matter and Student Activity Sheet 5B: OR Explain the properties of a chemical Changes in Identity to assess student change and recognize examples. understanding of how the application of heat energy can affect matter. You can show a short video of ice cream melting and guide a discussion how states of matter or how the state changed from solid to liquid.

Show a timelapse video of something baking (i.e. bread, cake, cupcakes)

Core Materials: Carolina Building Blocks of Science - Structure Mentor Texts: and Properties of Matter Unit

Resources/Websites: www.teachengineering.org www.betterlesson.com www.google.com/earth www.carolinascienceonline.com

Grade 2 Interdependent Relationships in Ecosystems Recommended Pacing: 27 days

Board Approval Date: January 2019 81 Chesterfield Next Generation Science Standards Curriculum Guide

Unit Summary:

Ecosystem Diversity takes students on an exploration of what living things need to survive in their particular environments. It begins with an informal pre-assessment of what students know about living and nonliving things and the basic needs of living things. Then, the class is introduced to seven habitats that it will study throughout the unit. Students identify specific habitats and describe what makes each habitat unique. They begin to understand that the physical characteristics of living things are related to the climates in which they live.

Students explore plants and animals firsthand throughout the unit. Students plant their own seeds and care for them according to a class- developed experiment to determine that plants, as living things, have some of the same basic needs as animals for survival. By planting seeds and manipulating variables, students learn that although all plants have the same basic needs, the environment in which they live can have an effect on a plant’s ability to survive. Through observations and discussions of plants that are found in different habitats, students gain a basic understanding of plants’ ability to adapt to their environment.

Groups apply their growing understanding of habitats to plan and construct an aquatic or terrestrial habitat of their own. Students observe all the class habitats and evaluate whether the organisms would actually be able to survive in the habitats as designed or if modifications are necessary. To conclude the unit, students learn about how human actions can affect habitats. Through an interactive reading activity, they discuss human actions that could happen in the habitat where they live. Students are asked to consider the habitat that they created and to think of examples of ways that each of the human actions discussed could affect that habitat. Groups choose one human action that could have the largest negative impact on their habitat and create a public education campaign to teach others about how their actions can affect local habitats.

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.]

2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Developing and Using Models LS2.A: Interdependent Relationships in Ecosystems Cause and Effect Modeling in K–2 builds on prior experiences and ● Plants depend on water and light to grow. ● Events have causes that generate

Board Approval Date: January 2019 82 Chesterfield Next Generation Science Standards Curriculum Guide

progresses to include using and developing models (2-LS2-1) observable patterns. (2-LS2-1) (i.e., diagram, drawing, physical replica, diorama, ● Plants depend on animals for pollination or Structure and Function dramatization, or storyboard) that represent concrete to move their seeds around. (2-LS2-2) ● The shape and stability of structures of events or design solutions. LS4.D: Biodiversity and Humans natural and designed objects are related to ● Develop a simple model based on ● There are many different kinds of living their function(s). (2-LS2-2) evidence to represent a proposed object or things in any area, and they exist in tool. (2-LS2-2) different places on land and in water. Planning and Carrying Out Investigations (2-LS4-1) Planning and carrying out investigations to answer ETS1.B: Developing Possible Solutions questions or test solutions to problems in K–2 builds ● Designs can be conveyed through on prior experiences and progresses to simple sketches, drawings, or physical models. investigations, based on fair tests, which provide data These representations are useful in to support explanations or design solutions. communicating ideas for a problem’s ● Plan and conduct an investigation solutions to other people. (secondary to collaboratively to produce data to serve as 2-LS2-2) the basis for evidence to answer a question. (2-LS2-1) ● Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1) ------Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence ● Scientists look for patterns and order when making observations about the world. (2-LS4-1)

NJSLS ELA/Literacy (Grade 2):

CPI # Cumulative Progress Indicator (CPI)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1)

SL.2.5 Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)

Board Approval Date: January 2019 83 Chesterfield Next Generation Science Standards Curriculum Guide

NJSLS Mathematical Standards and Practices (Grade 2):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1) MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1) MP.5 Use appropriate tools strategically. (2-LS2-1) 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems for using information presented in a bar graph. (2-LS2-2),(2-LS4-1)

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: What do living things need in order to survive? Students will understand that... EQ2: How do different organisms survive in different habitats? EQ1: EQ3: What things do plants need to grow and survive? ● Distinguish between living and nonliving things.

Board Approval Date: January 2019 84 Chesterfield Next Generation Science Standards Curriculum Guide

EQ4: How do different plants live in different habitats? EQ2: EQ5: How do plants make more plants? ● Evaluate the needs of living things and the EQ6: What do organisms need to survive in a terrestrial significance of living in distinct habitats. habitat? ● Distinguish characteristics of various habitats. EQ7:What do organisms need to survive in an aquatic ● Identify habitats based on specific characteristics. habitat? EQ3: EQ8: How can human action affect a habitat? ● Interpret the unique needs of plants through scientific discovery. ● Relate that photosynthesis contributes to the green color of plants. EQ4: ● Observe characteristics of plants that allow them to survive in different habitats. EQ5: ● Observe and identify various seed dispersal methods using models. ● Simulate bees pollinating flowers. ● Explain the interdependence between plants and animals. EQ6: ● Formulate an understanding of the interdependence between plants and animals in a habitat. ● Apply concepts of the diversity of living things in each of a variety of different habitats. EQ7: ● Compare the diversity of life in different habitats, on land and in water. EQ8: ● Evaluate the effect of human actions on habitats. ● Identify which human action has the greatest effect on specific habitats. ● Determine ways that changes in behavior can have a positive effect on habitats.

Board Approval Date: January 2019 85 Chesterfield Next Generation Science Standards Curriculum Guide

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

EQ1: Distinguish between living and Choose one of the living things listed on nonliving things. the circle matrix and sketch it on the board. Write three sentences to explain Lesson 1 the type of food it eats, the shelter it Needs and Living Things Circle needs, and where it gets its water. After Matrix (brainstorming) modeling, ask students to select a different living thing from the circle matrix, and to draw and write about it in their science notebooks.

Lesson 1 Show the class the picture on the front of the tundra habitat card, but do not share the name of the habitat. Ask the class what they notice about the picture. EQ2: Record on the chart paper next to - Distinguish characteristics of the card all the observations that various habitats. students make about the habitat. - Identify habitats based on specific If students need help coming up characteristics. with information to share, ask them about the colors, climate, living things, and nonliving things in the picture.

Lesson 2 EQ3: In their Science Journals have students Show a picture of humans and ● Relate that photosynthesis answer… animals eating. “I remember going contributes to the green color of out to dinner when I was little and 1. What do the green objects have in they had an outside section. Has plants. common? (They are all plants.) anyone here ever eaten outside? While eating my dinner I saw all of 2. Are plants living or nonliving? the wonderful plants and trees out (Living) there. I remember my parents telling 3. How do plants get food? (Plants me to eat all vegetables to grow up make their own food with the Sun’s

Board Approval Date: January 2019 86 Chesterfield Next Generation Science Standards Curriculum Guide

big and strong. I found myself energy through photosynthesis.) wondering, how do plants eat to grow that big if they don’t have any mouths?”

Lesson 2 EQ4: Show the class a different picture of a Find a picture of different ● Observe characteristics of plants plant living in a certain habitat. In their plants growing in all different that allow them to survive in journals. Have the class write down what habitats. “Looking as these different habitats. habitat that plant is living in and why they pictures made me think of a think it can survive in that habitat. time I went to Florida and I used to love the Palm Trees. I always remembered wondering why there are no Palm trees here in NJ.” Guide discussion. Could even ask if anyone else has seen a plant somewhere else and not here. (i.e. cactus, tumbleweed)

Lesson 3 In their science journal, have students Show a picture or short clip of record a possible way seeds can be plants being in places where dispersed if someone is not able to people plant them (homes, plant them. (i.e. draw a picture, EQ4: farms, communities). Next model, write a statement) ● Observe characteristics of plants show the same but in places that allow them to survive in where people cannot plant Notebook Prompt: Explain how a tree different habitats. them (i.e. on top of or mountains). plant can start growing in a backyard without a person planting a seed.

Lesson 4 Show a picture of various plants EQ6: 1. Notebook Prompt: Describe the growing in unique places/habitats ● Formulate an understanding of characteristics that an organism would (i.e. snow, desert, ocean floor) the interdependence between need to have in order to survive in the plants and animals in a habitat. habitat that your group created.

Board Approval Date: January 2019 87 Chesterfield Next Generation Science Standards Curriculum Guide

● Apply concepts of the diversity of 2. Use the included Assessment living things in each of a variety Observation Sheet for this lesson to of different habitats. formatively assess your class and adjust instruction as needed.

Lesson 5 EQ8 1. Use the public awareness posters Using Google Earth ● Evaluate the effect of human groups create in Part C to assess (https://www.google.com/eart actions on habitats. understanding of the impact that h/) ● Identify which human action has humans can have on a habitat Show class a picture of 30 the greatest effect on specific and what can be done about it. Saddle Way from the furthest habitats. 2. Student Activity Sheet date and work your way closer. ● Determine ways that changes in 3. End of Unit Assessment. Spark a discussion on the behavior can have a positive changes they notices, effect on habitats. similarities, and how/why did it change. Connection: The Lorax for Read Aloud

Core Materials: Carolina Building Blocks of Science - Mentor Texts: Interdependent Relationships in Ecosystems Unit The Lorax

Resources/Websites: www.teachengineering.org www.betterlesson.com www.google.com/earth www.carolinascienceonline.com

Grade 3 Forces and Interactions Recommended Pacing: 18 days

Board Approval Date: January 2019 88 Chesterfield Next Generation Science Standards Curriculum Guide

Unit Summary:

The concepts of forces and interactions naturally lend themselves to scientific investigation. The activities in this unit give students inquiry-based experiences that build on one another, providing a solid foundation of these physical science concepts. Students build and use simple equipment to observe that a force is a push or a pull, and that forces can be applied to objects without them being touched. Students investigate the effects of balanced and unbalanced forces on the motion of objects. They use evidence from their investigations to predict changes in motion. Students develop an understanding of the cause and effect relationship between forces and objects based on their observations of the movement and reactions of objects when forces are applied to them.

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.] 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]

Board Approval Date: January 2019 89 Chesterfield Next Generation Science Standards Curriculum Guide

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.] 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Asking Questions and Defining Problems PS2.A: Forces and Motion Patterns Asking questions and defining problems in grades 3–5 ● Each force acts on one particular object ● Patterns of change can be used to make builds on grades K–2 experiences and progresses to and has both strength and a direction. An predictions. (3-PS2-2) specifying qualitative relationships. object at rest typically has multiple forces Cause and Effect ● Ask questions that can be investigated acting on it, but they add to give zero net ● Cause and effect relationships are based on patterns such as cause and force on the object. Forces that do not routinely identified. (3-PS2-1) effect relationships. (3-PS2-3) sum to zero can cause changes in the ● Cause and effect relationships are ● Define a simple problem that can be object’s speed or direction of motion. routinely identified, tested, and used to solved through the development of a new (Boundary: Qualitative and conceptual, explain change. (3-PS2-3) or improved object or tool. (3-PS2-4) but not quantitative addition of forces are Planning and Carrying Out Investigations used at this level.) (3-PS2-1) ------Planning and carrying out investigations to answer ● The patterns of an object’s motion in Connections to Engineering,Technology, questions or test solutions to problems in 3–5 builds various situations can be observed and and Applications of Science on K–2 experiences and progresses to include measured; when that past motion exhibits investigations that control variables and provide a regular pattern, future motion can be Interdependence of Science, Engineering, and evidence to support explanations or design solutions. predicted from it. (Boundary: Technical Technology ● Plan and conduct an investigation terms, such as magnitude, velocity, ● Scientific discoveries about the natural collaboratively to produce data to serve momentum, and vector quantity, are not world can often lead to new and improved

Board Approval Date: January 2019 90 Chesterfield Next Generation Science Standards Curriculum Guide

as the basis for evidence, using fair tests introduced at this level, but the concept technologies, which are developed in which variables are controlled and the that some quantities need both size and through the engineering design process. number of trials considered. (3-PS2-1) direction to be described is developed.) (3-PS2-4) ● Make observations and/or measurements (3-PS2-2) to produce data to serve as the basis for PS2.B: Types of Interactions evidence for an explanation of a ● Objects in contact exert forces on each phenomenon or test a design solution. other. (3-PS2-1) (3-PS2-2) ● Electric, and magnetic forces between a pair of objects do not require that the ------objects be in contact. The sizes of the Connections to Nature of Science forces in each situation depend on the properties of the objects and their Science Knowledge is Based on Empirical Evidence distances apart and, for forces between ● Science findings are based on two magnets, on their orientation relative recognizing patterns. (3-PS2-2) to each other. (3-PS2-3),(3-PS2-4) Scientific Investigations Use a Variety of Methods ● Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)

NJSLS ELA/Literacy (Grade 3):

CPI # Cumulative Progress Indicator (CPI)

RI.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Board Approval Date: January 2019 91 Chesterfield Next Generation Science Standards Curriculum Guide

NJSLS Mathematical Standards and Practices (Grade 3):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively.

MP.5 Use appropriate tools strategically.

3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Technology/21st Century Practices: ● CRP1. Act as a responsible and contributing citizen and employee. ● CRP4. Communicate clearly and effectively and with reason. ● CRP6. Demonstrate creativity and innovation. ● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. ● 8.2.5.C.1 Collaborate with peers to illustrate components of a designed system. ● 8.2.5.C.2 Explain how specifications and limitations can be used to direct a product’s development. ● 8.2.5.C.3 Research how design modifications have lead to new products. ● 8.2.5.C.4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting sketches or models. ● 8.2.5.C.5 Explain the functions of a system and subsystems. ● 8.2.5.C.6 Examine a malfunctioning tool and identify the process to troubleshoot and present options to repair the tool. ● 8.2.5.D.1 Identify and collect information about a problem that can be solved by technology, generate ideas to solve the problem, and identify constraints and trade-offs to be considered. ● 8.2.5.D.2 Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process to evaluate potential solutions. ● 8.2.5.D.3 Follow step by step directions to assemble a product or solve a problem. ● 8.2.5.D.4 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.

Board Approval Date: January 2019 92 Chesterfield Next Generation Science Standards Curriculum Guide

● 8.2.5.D.5 Describe how resources such as material, energy, information, time, tools, people and capital are used in products or systems.

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: What are balanced forces? Students will understand that...

EQ2: What are unbalanced forces? EQ1: ● Use a beam board and fulcrum to make a EQ3: How do unbalanced forces act on an object? Scale. ● Manipulate different objects to determine EQ4: What is the connection between magnetism their relative masses. and electricity? ● Relate an object at rest to an object that has more than one force applied to it. EQ5: How can magnets be used to solve problems? ● Identify gravity as a pulling force. ● Categorize forces as pushes or pulls.

EQ2: ● Recognize that an object at rest will remain at rest until an unbalanced force is applied to it. ● Identify forces that cause an object to stop moving. ● Explain the cause and effect relationship of one object making another object move by applying force. ● Assess different ways that friction can affect the motion of an object. ● Predict different ways to reduce friction.

EQ3:

Board Approval Date: January 2019 93 Chesterfield Next Generation Science Standards Curriculum Guide

● Determine that objects move faster or slower depending on the strength of the force. ● Evaluate that adding mass can slow down a moving object.

EQ4: ● Determine that the direction of the force of a magnet on materials made of iron is a pull. ● Observe and investigate the relationship between the pushes or pulls of magnets on other magnets and the direction of their poles. ● Demonstrate how opposite electric charges attract and like charges repel each other. ● Explain the similarities and differences between electric and magnetic forces

EQ5: ● Reinforce previous learning about natural forces, including gravity and magnetism. ● Design an efficient model of magnetism.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Lesson 1

● Gravity Defying Hills ● Use a beam board and fulcrum 1. Notebook prompt: Give an example https://www.scienceale to make a scale. of the forces being applied rt.com/physics-defying- ● Manipulate different objects to to any object at rest.

Board Approval Date: January 2019 94 Chesterfield Next Generation Science Standards Curriculum Guide

gravity-hills-are-one-of- determine their relative masses. 2. Use Science Notebook Opportunities the-strangest-natural-p ● Relate an object at rest to an to formatively assess the henomena-we-ve-seen object that has more than one class and adjust instruction as needed. force applied to it. 3. Evaluate student understanding ● Identify gravity as a pulling through class discussions. force. ● Categorize forces as pushes or (General Rubric) pulls.

Lesson 2

● Present Newton’s Cradle ● Recognize that an object at rest 1. Notebook Prompt: Use evidence to the class. Ask what’s will remain at rest until an from your investigations to making it move and unbalanced force is applied to explain how you can move an object what’s making it stop. it. without touching it with ● Identify forces that cause an your hands. object to stop moving. 2. Use Student Activity Sheet 2A: ● Explain the cause and effect Bodies in Motion to assess relationship of one object students’ understanding of inertia. making another object move by 3. Use Student Activity Sheet 2B: applying force. Slowing Down with Friction to ● Assess different ways that assess students’ understanding of friction can affect the motion of friction. an object. 4. Use Science Notebook Opportunities ● Predict different ways to reduce to formatively assess the friction. class and adjust instruction as needed. 5. Evaluate student understanding through class discussions.

(General Rubric)

Lesson 3

● Students will create a ● Determine that objects move 1. Notebook prompt: Use evidence car out of given faster or slower depending on from your investigation to materials. Their goal is the strength of the force. explain how you know that when

Board Approval Date: January 2019 95 Chesterfield Next Generation Science Standards Curriculum Guide

to have their car travel ● Evaluate that adding mass can more mass was used to pull the fastest. slow down a moving object. the car, the car traveled faster. 2. Use Student Activity Sheet 3A: Strong and Stronger to assess students’ understanding of the strength of magnetic forces. 3. Use Student Activity Sheet 3B: Change in Motion to assess students’ understanding changes in force and changes in motion. 4. Use Student Activity Sheet 3C: Heavy Loads to assess students’ understanding of the relationship between the amount of mass on a toy car and the amount of force needed to change its motion. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

(General Rubric)

Lesson 4

● Make up a story about ● Determine that the direction of 1. Notebook Prompt: Use evidence balloon making your the force of a magnet on from your investigation to hair stick up. Ask why materials made of iron is a pull. explain how magnets are similar to that happened. ● Observe and investigate the electric charges. relationship between the pushes 2. Use Student Activity Sheet 4A: or pulls of magnets on other Magnetic Field and/or Student magnets and the direction of Activity Sheet 4B: Opposites Attract to

Board Approval Date: January 2019 96 Chesterfield Next Generation Science Standards Curriculum Guide

their poles. assess student ● Demonstrate how opposite understanding of North and South electric charges attract and like magnetic poles and mag- charges repel each other. netic fields. ● Explain the similarities and 3. Use Student Activity Sheet 4C: Ring differences between electric and Magnets by Design to magnetic forces. assess student understanding of engineering practices, magnetism, and magnetic fields. 4. Use Student Activity Sheet 4E: Attracting or Repelling Charges? to assess student understanding negatively and positively charged objects. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

(General Rubric)

Lesson 5

● Reinforce previous learning 1. Notebook Prompt: Use evidence about natural forces, including from your investigations to gravity and magnetism. determine which would have the ● Design an efficient model of greater gravitational pull: magnetism Jupiter or Mars. Explain your reasoning. 2. Use Student Activity Sheet 5B to evaluate student designs. 3. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed.

Board Approval Date: January 2019 97 Chesterfield Next Generation Science Standards Curriculum Guide

4. Evaluate student understanding through class discussions.

(General Rubric)

Core Materials: Carolina Building Blocks of Science - Forces and Mentor Texts: Interactions Unit Forces and Interactions Literacy Reader Resources/Websites: Additional Reading Suggestions: www.teachengineering.org • Isaac Newton and the Laws of Motion by Andrea www.betterlesson.com Gianopoulos (Graphic Library, 2010) www.carolinascienceonline.com • Gravity Is a Mystery (Let’s-Read-and-Find-Out Science 2) by Franklyn M. Branley (Harper Collins 2007) • Forces Make Things Move (Let’s-Read-and- Find-Out Science 2) by Kimberly Brubaker Bradley (Harper Collins, 2005) • What Magnets Can Do (Rookie Read- About Science) by Allan Fowler (Children’s Press, 1995) • Magnets: Pulling Together, Pushing Apart (Amazing Science) by Natalie M. Rosinsky (Picture Window Books, 2002) • Magnets (All Aboard Science Reader) by Anne Schreiber (Grosset & Dunlap, 2003) • Gravity by Jason Chin (Roaring Book Press, 2014) • Pull: The Magnetism Files by Adam Rankin (Discovery Communications, 2000) • Friction by Matt Mullins (Scholastic, 2011)

Board Approval Date: January 2019 98 Chesterfield Next Generation Science Standards Curriculum Guide

Grade 3 Life in Ecosystems Recommended Pacing: 15 days

Unit Summary:

Life in Ecosystems introduces students to the diversity of living organisms, a significant component of a healthy ecosystem. This unit engages students as they investigate group behavior, life cycles, variation among individuals, adaptations, environmental influences, and how the past influences the present. Beginning with a pre-unit assessment, students start to think about traits that allow organisms to better survive in their ecosystem. Throughout the unit, students continue to observe and investigate the survival of several different species as well as how individual variations within that species allow certain members to survive better than others. Students also develop the understanding that the environment plays a part in the development of traits and can affect an individual’s chances of survival. The unit culminates with an engineering activity in which each student applies all the major concepts discussed throughout this unit to design a new animal species, and then presents their project to the class.

Next Generation Science Performance Expectations:

Students who demonstrate understanding can:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]

3-LS2-1. Construct an argument that some animals form groups that help members survive.

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of 3-LS3-1 similar organisms. [Clarification Statement: Patterns are the similarities and

Board Approval Date: January 2019 99 Chesterfield Next Generation Science Standards Curriculum Guide

differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]

Use evidence to support the explanation that traits can be influenced by the 3-LS3-2. environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they livedlong ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same speciesmay provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other

Board Approval Date: January 2019 100 Chesterfield Next Generation Science Standards Curriculum Guide

organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Developing and Using Models LS1.B: Growth and Development of Organisms Patterns Modeling in 3–5 builds on K–2 experiences and ● Reproduction is essential to the continued ● Patterns of change can be used to make progresses to building and revising simple models and existence of every kind of organism. Plants and predictions. (3-LS1-1) using models to represent events and design solutions. animals have unique and diverse life cycles. Cause and Effect Develop models to describe phenomena. (3-LS1-1) (3-LS1-1) ● Cause and effect relationships are routinely LS2.D: Social Interactions and Group Behavior identified and used to explain change. (3-LS2- 1) ● Being part of a group helps animals obtain food, Patterns Engaging in Argument from Evidence defend themselves, and cope with changes. ● Similarities and differences in patterns can be Engaging in argument from evidence in 3–5 builds on K–2 Groups may serve different functions and vary used to sort and classify natural phenomena. experiences and progresses to critiquing the scientific dramatically in size (Note: Moved from K–2). (3-LS3-1) explanations or solutions proposed by peers by citing (3-LS2-1) Cause and Effect relevant evidence about the natural and designed LS3.A: Inheritance of Traits ● Cause and effect relationships are routinely world(s). ● Many characteristics of organisms are inherited identified and used to explain change. (3-LS3-2) ● Construct an argument with evidence, data, from their parents. (3-LS3-1) Cause and Effect and/or a model. (3-LS2-1) ● Other characteristics result from individuals’ ● Cause and effect relationships are routinely

interactions with the environment, which can identified and used to explain change. (3-LS4- Analyzing and Interpreting Data range from diet to learning. Many characteristics 2),(3-LS4-3) Analyzing data in 3–5 builds on K–2 experiences and involve both inheritance and environment. (3- Scale, Proportion, and Quantity progresses to introducing quantitative approaches to LS3-2) ● Observable phenomena exist from very short to collecting data and conducting multiple trials of LS3.B: Variation of Traits very long time periods. (3-LS4-1) qualitative observations. When possible and feasible, ● Different organisms vary in how they look and Systems and System Models digital tools should be used. function because they have different inherited ● A system can be described in terms of its ● Analyze and interpret data to make sense of information. (3-LS3-1) components and their interactions. (3-LS4-4) phenomena using logical reasoning. (3-LS3-1) ● The environment also affects the traits that an Constructing Explanations and Designing Solutions organism develops. (3-LS3-2) ------Constructing explanations and designing solutions in 3–5 LS2.C: Ecosystem Dynamics, Functioning, and Resilience Connections to Engineering, Technology, and builds on K–2 experiences and progresses to the use of ● When the environment changes in ways that Applications of Science evidence in constructing explanations that specify affect a place’s physical characteristics, Interdependence of Science, Engineering, and variables that describe and predict phenomena and in temperature, or availability of resources, some Technology designing multiple solutions to design problems. organisms survive and reproduce, others move ● Knowledge of relevant scientific concepts and ● Use evidence (e.g., observations, patterns) to to new locations, yet others move into the research findings is important in engineering. support an explanation. (3-LS3-2) transformed environment, and some die. (3-LS4-3)

(secondary to 3-LS4-4) Analyzing and Interpreting Data LS4.A: Evidence of Common Ancestry and Diversity ------Analyzing data in 3–5 builds on K–2 experiences and ● Some kinds of plants and animals that once Connections to Nature of Science progresses to introducing quantitative approaches to lived on Earth are no longer found anywhere. collecting data and conducting multiple trials of (Note: moved from K-2) (3-LS4-1) Scientific Knowledge Assumes an Order and Consistency qualitative observations. When possible and feasible, ● Fossils provide evidence about the types of in Natural Systems digital tools should be used. organisms that lived long ago and also about ● Science assumes consistent patterns in natural ● Analyze and interpret data to make sense of the nature of their environments. (3-LS4-1) systems. (3-LS4-1)

Board Approval Date: January 2019 101 Chesterfield Next Generation Science Standards Curriculum Guide

phenomena using logical reasoning. (3-LS4-1) LS4.B: Natural Selection Constructing Explanations and Designing Solutions ● Sometimes the differences in characteristics Constructing explanations and designing solutions in 3–5 between individuals of the same species provide builds on K–2 experiences and progresses to the use of advantages in surviving, finding mates, and evidence in constructing explanations that specify reproducing. (3-LS4-2) variables that describe and predict phenomena and in LS4.C: Adaptation designing multiple solutions to design problems. ● For any particular environment, some kinds of ● Use evidence (e.g., observations, patterns) to organisms survive well, some survive less well, construct an explanation. (3-LS4-2) and some cannot survive at all. (3-LS4-3) Engaging in Argument from Evidence Engaging in LS4.D: Biodiversity and Humans argument from evidence in 3–5 builds on K–2 experiences ● Populations live in a variety of habitats, and and progresses to critiquing the scientific explanations or change in those habitats affects the organisms solutions proposed by peers by citing relevant evidence living there. (3-LS4-4) about the natural and designed world(s). ● Construct an argument with evidence. (3-LS4-3) ● Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4)

------Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence ● Science findings are based on recognizing patterns. (3-LS1-1)

NJSLS ELA/Literacy (Grade 3):

CPI # Cumulative Progress Indicator (CPI)

RI.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.7 Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Board Approval Date: January 2019 102 Chesterfield Next Generation Science Standards Curriculum Guide

RI.3.9 RI.3.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.9 (Begins in grade 4)

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.5 Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

NJSLS Mathematical Standards and Practices (Grade 3):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively.

MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.

3.NF Develop understanding of fractions as numbers.

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information

Board Approval Date: January 2019 103 Chesterfield Next Generation Science Standards Curriculum Guide

presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: Why do some animals live together in Students will understand that... groups? EQ1: EQ2: What patterns exist as living things grow and ● Distinguish between the different ecosystems and develop? identify plants and animals that exist in each. ● Analyze images to investigate group behavior in EQ3: What characteristics do living things get animals while determining the benefits of this from their parents? behavior. EQ2: EQ4: Why don’t all living things look exactly the ● Compare plant and animal life cycles to determine same? that all living things are created/born,

Board Approval Date: January 2019 104 Chesterfield Next Generation Science Standards Curriculum Guide

grow/develop, reproduce, and die. EQ5: How do living things survive in their EQ3: environment? ● Distinguish between inherited traits and acquired traits in organisms. EQ6: How does the environment influence living ● Investigate various traits that an offspring inherits things? from its parents. EQ4: EQ7: What do fossils tell us about the past? ● Analyze variations of traits that occur among members of the same species. EQ5: ● Distinguish between behavioral and physical adaptations. ● Investigate the relationships between animal adaptations and the food animals eat. ● Simulate predator–prey relationships and the benefits of camouflage. ● Distinguish between variations in an adaptation that can help an organism survive well, less well, or not at all in its environment. EQ6: ● Infer and explain how traits can be influenced by the environment. ● Simulate how environmental changes can affect the development of traits. ● Argue and defend the idea that some organisms survive well, less well, or not at all in their environment. ● Predict the results of a problem caused by environmental changes and how these changes may affect the plants and animals that live there. EQ7: ● Analyze fossil structures and infer which present-day organisms could have descended from them. ● Analyze and interpret data to draw the conclusion

Board Approval Date: January 2019 105 Chesterfield Next Generation Science Standards Curriculum Guide

that the organisms and the environments they lived in change over time. ● Design and construct a new animal species that ties in concepts that have been learned throughout the unit.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Lesson 1

Mystery Science 1. Notebook prompt: All living things https://mysteryscience.com must reproduce. /flowers/mystery-1/floweri Explain why reproduction is important ng-reproduction/91?r=8265 to a species. 026 • Distinguish between the different 2. Notebook prompt: After a living this ecosystems is created, explain and identify plants and animals that the stages it will go through in its life exist in cycle. each. 3. Notebook prompt: Now that you • Analyze images to investigate group understand life cycles, behavior explain the life cycle of a human. in animals while determining the 4. Use notebook prompt from Part B to benefits of assess student this behavior. understanding on the benefits of living • Compare plant and animal life together in a cycles to determine that all living group. things are created/born, 5. Use students’ entries in their Lab grow/develop, reproduce, and die. Booklet (Student Activity Sheet 1C) to assess individual understanding and progress pertaining to life cycles. 6. Evaluate student understanding

Board Approval Date: January 2019 106 Chesterfield Next Generation Science Standards Curriculum Guide

through class discussions.

(General Rubric)

Lesson 2

Graph students traits (tongue • Distinguish between inherited traits 1. Notebook prompt: Imagine a puppy rolling, hitch hiker’s thumb, and was adopted by a new family. What are freckles, earlopes, dimples, hair acquired traits in organisms. some traits that the puppy straight or curly) and discuss • Investigate various traits that an inherited from its parents? What are why some students have certain offspring inherits from its parents. some traits that it traits and why others don’t. • Analyze variations of traits that may acquire from its new environment occur among as it grows up? members of the same species. 2. Use Student Activity Sheet 2A: Unique Individuals to assess student understanding of inherited and acquired traits. 3. Use Student Activity Sheet 2B: Variations in a Species to assess student understanding of the variations that occur among members of a species. 4. Use students’ entries in their Lab Booklets (Student Activity Sheet 1C) to assess individual understanding and progress pertaining to life cycles. 5. Evaluate student understanding through class discussions.

(General Rubric)

Lesson 3

Board Approval Date: January 2019 107 Chesterfield Next Generation Science Standards Curriculum Guide

Show picture of a zebra. Ask • Distinguish between behavioral and 1. Notebook prompt: Explain how how the stripes help to protect physical adaptations. variations, or them. • Investigate the relationships differences in polar bears’ fur can help between animal adaptations and the it survive well, food animals eat. less well, or not at all in the arctic • Simulate predator–prey tundra. relationships and the 2. Use students’ entries in their Lab benefits of camouflage. Booklets (Student • Distinguish between variations in an Activity Sheet 1C) to assess individual adaptation that can help an organism understanding survive well, less well, or not at all in and progress pertaining to life cycles. its environment. 3. Use Student Activity Sheet 3A: Adaptations to assess individual understanding of physical and behavioral adaptations. 4. Use Student Activity Sheet 3B: Unique Beaks to assess students’ understanding of the relationship between animal adaptations and the foods they eat. 5. Use Student Activity Sheet 3C: Now You See Me, Now You Don’t to assess students’ understanding of the concept that some individuals are better adapted than others in a species. 6. Evaluate student understanding through class discussions.

(General Rubric)

Board Approval Date: January 2019 108 Chesterfield Next Generation Science Standards Curriculum Guide

Lesson 4

Mystery Science • Infer and explain how traits can be 1. Notebook prompt: A forest fire https://mysteryscience.com influenced destroys a very large /animals/mystery-5/heredit by the environment. habitat in Yellowstone National Park. y-variation-selection/120?r= • Simulate how environmental How might 8265026 changes can the plants and animals that live in the affect the development of traits. affected area • Argue and defend the idea that respond to this change? some organisms survive well, less 2. Use students’ entries in their Lab well, or not at all in their Booklets (Student environment. Activity Sheet 1C) to assess individual • Predict the results of a problem understanding caused by environmental changes and progress pertaining to life cycles. and how these changes may affect 3. Use Student Activity Sheet 4A: the plants and animals that live there. Changes in the Environment to assess student understanding of how one’s environment can shape growth and development. 4. Use Student Activity Sheet 4B: Survival of the Fittest to assess student understanding of how changes in the environment can affect what lives there. 5. Evaluate student understanding through class discussions.

(General Rubric)

Lesson 5

Mystery Science • Analyze fossil structures and infer 1. Notebook prompt: Based on what

Board Approval Date: January 2019 109 Chesterfield Next Generation Science Standards Curriculum Guide

https://mysteryscience.com which present-day organisms could you learned in this /animals/mystery-1/habitat have descended from them. lesson, provide a logical argument to s-environmental-change/31? • Analyze and interpret data to draw explain why some r=8265026 the conclusion that the organisms and animals during the dinosaur’s time the were able to survive environments they lived in change while the dinosaurs could not. over time. 2. Use Student Activity Sheet 5A: • Design and construct a new animal Fossilized Evidence to species that ties in concepts that assess student understanding that have been learned throughout the organisms alive today unit. have an ancestor that existed millions of years ago but is now extinct. 3. Use Student Activity Sheet 5C: Fossil Map to assess student understanding that fossils provide evidence of extinct organisms and the environment in which they lived a long time ago. 4. Use Student Activity Sheet 5D: New Discovery to assess student understanding of the whole unit in this project-based assessment. 5. Evaluate student understanding through class discussions.

(General Rubric)

Board Approval Date: January 2019 110 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Life in Mentor Texts: Ecosystems Unit Life in Ecosystems Literacy Reader Resources/Websites: www.teachengineering.org Additional Reading Suggestions: www.betterlesson.com • Animal Families by Lorrie Mack (DK Publishing, 2008) www.carolinascienceonline.com • The Very Hungry Caterpillar by Eric Carle (Penguin Young Readers Group, 1981) • Snowflakes: A Pop-Up Book by Jennifer Preston Chushcoff (Jumping Jack Press, 2010) • Unbeatable Beaks by Stephen R. Swinburne (Henry Holt and Co., 1999) • The Great Kapok Tree by Lynne Cherry (Houghton Mifflin Harcourt, 2000) • Parrots Over Puerto Rico by Susan L. Roth and Cindy Trumbore (Lee & Low Books, Inc., 2013)

Grade 3 Weather and Climate Patterns Recommended Pacing: 18 days

Unit Summary:

Weather and Climate Patterns introduces students to all of the components that make up weather. By investigating what causes changes in the different components of weather, students build an understanding that weather and climate are directly related, and that changes in atmospheric pressure can cause hazardous weather conditions. Through exploration, students delve deeply into the science behind temperature, air pressure, and wind, and realize that weather conditions are dependent on different patterns of combinations of these components. The unit culminates with students finding solutions to lessen the impact of weather hazards such as tornadoes and hurricanes.

Board Approval Date: January 2019 111 Chesterfield Next Generation Science Standards Curriculum Guide

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather . conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.] 3-ESS2-2 Obtain and combine information to describe climates in different regions of the . world.

3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a . weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns Analyzing data in 3–5 builds on K–2 experiences and ● Scientists record patterns of the weather ● Patterns of change can be used to make progresses to introducing quantitative approaches to across different times and areas so that predictions. (3-ESS2-1),(3-ESS2-2) collecting data and conducting multiple trials of they can make predictions about what Cause and Effect qualitative observations. When possible and feasible, kind of weather might happen next. ● Cause and effect relationships are digital tools should be used. (3-ESS2-1) routinely identified, tested, and used to ● Represent data in tables and various ● Climate describes a range of an area's explain change. (3-ESS3-1) graphical displays (bar graphs and typical weather conditions and the extent ------pictographs) to reveal patterns that to which those conditions vary over Connections to Engineering, Technology, and indicate relationships. (3-ESS2-1) years. (3-ESS2-2) Applications of Science Engaging in Argument from Evidence ESS3.B: Natural Hazards Engaging in argument from evidence in 3–5 builds on ● A variety of natural hazards result from Influence of Engineering, Technology, and Science on K–2 experiences and progresses to critiquing the natural processes. Humans cannot Society and the Natural World scientific explanations or solutions proposed by peers eliminate natural hazards but can take ● Engineers improve existing technologies by citing relevant evidence about the natural and steps to reduce their impacts. (3-ESS3-1) or develop new ones to increase their designed world (s). (Note: This Disciplinary Core Idea is also benefits (e.g., better artificial limbs),

Board Approval Date: January 2019 112 Chesterfield Next Generation Science Standards Curriculum Guide

● Make a claim about the merit of a solution addressed by 4-ESS3-2.) decrease known risks (e.g., seatbelts in to a problem by citing relevant evidence cars), and meet societal demands (e.g., about how it meets the criteria and cell phones). (3-ESS3-1) constraints of the problem. (3-ESS3-1) ------Obtaining, Evaluating, and Communicating Connections to Nature of Science Information Obtaining, evaluating, and communicating information Science is a Human Endeavor in 3–5 builds on K–2 experiences and progresses to ● Science affects everyday life. (3-ESS3-1) evaluating the merit and accuracy of ideas and methods. ● Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

NJSLS ELA/Literacy (Grade 3):

CPI # Cumulative Progress Indicator (CPI)

RI.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.7 Conduct short research projects that build knowledge about a topic.

NJSLS Mathematical Standards and Practices (Grade 3):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively.

MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

Board Approval Date: January 2019 113 Chesterfield Next Generation Science Standards Curriculum Guide

3.MD.A.2 A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

3.MD.B.3 B. Represent and interpret data. 3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Technology/21st Century Practices: ● CRP1. Act as a responsible and contributing citizen and employee. ● CRP4. Communicate clearly and effectively and with reason. ● CRP6. Demonstrate creativity and innovation. ● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. ● 8.1.5.A.5 Create and use a database to answer basic questions. ● 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. ● 8.2.5.C.1 Collaborate with peers to illustrate components of a designed system. ● 8.2.5.C.2 Explain how specifications and limitations can be used to direct a product’s development. ● 8.2.5.C.3 Research how design modifications have lead to new products. ● 8.2.5.C.4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting sketches or models. ● 8.2.5.C.5 Explain the functions of a system and subsystems. ● 8.2.5.C.6 Examine a malfunctioning tool and identify the process to troubleshoot and present options to repair the tool. ● 8.2.5.D.1 Identify and collect information about a problem that can be solved by technology, generate ideas to solve the problem, and identify constraints and trade-offs to be considered. ● 8.2.5.D.2 Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process to evaluate potential solutions. ● 8.2.5.D.3 Follow step by step directions to assemble a product or solve a problem. ● 8.2.5.D.4 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved. ● 8.2.5.D.5 Describe how resources such as material, energy, information, time, tools, people and capital are used in products or systems.

Board Approval Date: January 2019 114 Chesterfield Next Generation Science Standards Curriculum Guide

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: What is weather? Students will understand that...

EQ2: What are ways to measure aspects of the EQ1: weather? ● Make observations about the weather. ● Interpret weather clue. EQ3: What tools do meteorologists use to predict EQ2: weather patterns? ● Investigate tools that measure rainfall, wind, and temperature. EQ4: What is the purpose of measuring EQ3: precipitation? ● Learn the mathematical formula for averages. ● Determine the daily and weekly averages for EQ5: How many climate regions are there? temperature in an area. ● Understand that there are patterns to weather EQ6: What determines the climate in an area? events. ● Analyze and interpret data to better predict future EQ7: What are some of the natural hazards weather events. connected to the weather? ● Compare predictions to results and see how they match up. EQ8: Why is it important for designers to revise EQ4: their designs? ● Use media resources to determine local precipitation amounts. ● Craft a newscast to deliver weather reports to fellow classmates. EQ5: ● Identify the relationship between weather and climate. ● Identify Earth’s climate zones.

Board Approval Date: January 2019 115 Chesterfield Next Generation Science Standards Curriculum Guide

EQ6: ● Identify elements of Earth’s climate system and how each contributes to climate formation. ● Identify the relationship between Earth’s climate system and climate zones. EQ7: ● Understand that severe weather is usually caused by warm and cold air masses meeting. ● Learn the types of weather-related hazards that can occur locally. ● Demonstrate ways in which danger from weather hazards can be reduced. EQ8: ● Learn the value of revising a concept to make it better. ● Understand the power of constructive criticism. ● Provide feedback in a timely and friendly fashion.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Lesson 1

1. Notebook prompt: Watch a weather report on TV or the • Make observations about the Internet. What did the meteorologist weather. predict about the weather • Interpret weather clues. Show class the weekly forecast. in your area? What tools did he or • Investigate tools that measure she use to make the rainfall, wind, prediction? and temperature. 2. Use Science Notebook Opportunities to formatively assess

Board Approval Date: January 2019 116 Chesterfield Next Generation Science Standards Curriculum Guide

the class and adjust instruction as needed. 3. Evaluate student understanding through class discussion.

(General Rubric)

Lesson 2

Show class the weekly forecast. • Learn the mathematical formula for 1. Notebook prompt: Name one tool averages. meteorologists use to help • Determine the daily and weekly predict the weather. averages for 2. Use Science Notebook temperature in an area. Opportunities to formatively assess • Use media resources to determine the local class and adjust instruction as precipitation amounts. needed. • Craft a newscast to deliver weather 3. Evaluate student understanding reports to through class discussion. fellow classmates. (General Rubric)

Lesson 3

Mystery Science • Understand that there are patterns to 1. Notebook prompt: Explain why https://mysteryscience.com/ weather predicting the weather is so weather/mystery-2/local-we events. difficult. ather-patterns-weather-predi • Analyze and interpret data to better 2. Use Science Notebook ction/47?r=8265026 predict Opportunities to formatively assess future weather events. the class and adjust instruction as • Compare predictions to results and needed. see how 3. Evaluate student understanding they match up. through class discussion

(General Rubric)

Board Approval Date: January 2019 117 Chesterfield Next Generation Science Standards Curriculum Guide

Lesson 4

Mystery Science • Identify the relationship between 1. Use Science Notebook https://mysteryscience.com/ weather and Opportunities to formatively assess weather/mystery-3/climate- climate. the geography-global-weather-pa • Identify Earth’s climate zones. class and adjust instruction as tterns/98?r=8265026 • Identify elements of Earth’s climate needed. system 2. Evaluate student understanding and how each contributes to climate through class discussion. formation. • Identify the relationship between (General Rubric) Earth’s climate system and climate zones.

Lesson 5

National Geographic’s video: • Understand that severe weather is 1. Notebook prompt: What are some Weather 101 usually of the hazardous weather http://video.nationalgeograp caused by warm and cold air masses conditions that occur where you live? hic.com/video/101-videos/w meeting. Use evidence to explain eather-101-sci-1?source=rela • Learn the types of weather-related why these are common in the area. tedvideo hazards 2. Use Science Notebook that can occur locally. Opportunities to formatively assess • Demonstrate ways in which danger the from class and adjust instruction as weather hazards can be reduced. needed. 3. Evaluate student understanding through class discussions.

(General Rubric)

Board Approval Date: January 2019 118 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Weather Mentor Texts: and Climate Patterns Unit Weather and Climate Patterns Literacy Resources/Websites: www.teachengineering.org Additional Reading Suggestions: www.betterlesson.com • Rain by Manya Stojic (Dragonfly, 2009) www.carolinascienceonline.com • Why Oh Why Are the Deserts Dry? All About Deserts (Cat in the Hat’s Learning Library) by Tish Rabe (Random House, 2011) • Arctic Aesop’s Fables: Twelve Retold Tales by Susi Gregg Fowler (Sasquatch Books, 2013) • The Snowflake: A Water Cycle Story by Neil Waldman (21st Century, 2003)

Grade 4 Changing Earth Recommended Pacing: 30 days

Unit Summary:

This unit introduces students to the earth science concept of how the distinct features of Earth came to be. Through purposeful exploration, students recognize the causes of events that shape Earth such as earthquakes, volcanoes, the movement of continents and the rise of mountains. They investigate how the tectonic plates of Earth’s solid crust can move around on top of the molten rock of the mantle below by manipulating objects with similar properties. Students explore the processes of the rock cycle to develop an understanding of how sedimentary rock is formed, and how sedimentary rock leaves a record of the sequence in the relative age of the rock layers. Students also have opportunities to observe the long-term effects of wind and weather erosion and deposits of sediment by investigating the movement of a steady stream of water in a stream table. Students will apply what they have learned about the changes that create unique landforms to solve problems of erosion. They also apply what they learn to predict the impact, positive or negative, on natural systems and humans.

Next Generation Science Performance Expectations:

Board Approval Date: January 2019 119 Chesterfield Next Generation Science Standards Curriculum Guide

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; nonrenewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Constructing Explanations and ESS1.C: The History of Planet Earth Patterns Patterns can be used as Designing Solutions Constructing Local, regional, and global patterns of rock evidence to support an explanation. explanations and designing solutions in 3– formations reveal changes over time due to (4-ESS1-1) 5 builds on K–2 experiences and earth forces, such as earthquakes. The ------progresses to the use of evidence in presence and location of certain fossil types Connections to Nature of Science constructing explanations that specify indicate the order in which rock layers were Scientific Knowledge Assumes an Order variables that describe and predict formed. (4-ESS1-1) and Consistency in Natural Systems phenomena and in designing multiple Science assumes consistent patterns in solutions to design problems. Identify the ESS2.A: Earth Materials and Systems natural systems. (4-ESS1-1) evidence that supports particular points in Rainfall helps to shape the land and affects

Board Approval Date: January 2019 120 Chesterfield Next Generation Science Standards Curriculum Guide

an explanation. (4-ESS1-1) the types of living things found in a region. Patterns Patterns can be used as Water, ice, wind, living organisms, and evidence to support an explanation. Planning and Carrying Out gravity break rocks, soils, and sediments (4-ESS2-2) Investigations Planning and carrying out into smaller particles and move them investigations to answer questions or test around. (4-ESS2-1) Cause and Effect Cause and effect solutions to problems in 3–5 builds on K–2 relationships are routinely identified, experiences and progresses to include ESS2.B: Plate Tectonics and tested, and used to explain change. investigations that control variables and Large-Scale System Interactions The (4-ESS2-1) provide evidence to support explanations locations of mountain ranges, deep ocean or design solutions. Make observations trenches, ocean floor structures, and/or measurements to produce data to earthquakes, and volcanoes occur in Cause and Effect Cause and effect serve as the basis for evidence for an patterns. Most earthquakes and volcanoes relationships are routinely identified and explanation of a phenomenon. (4-ESS2-1) occur in bands that are often along the used to explain change. (4-ESS3-1) Cause boundaries between continents and oceans. and effect relationships are routinely Analyzing and Interpreting Data Major mountain chains form inside identified, tested, and used to explain Analyzing data in 3–5 builds on K–2 continents or near their edges. Maps can change. (4-ESS3-2) experiences and progresses to introducing help locate the different land and water ------quantitative approaches to collecting data features areas of Earth. (4-ESS2-2) Connections to Engineering, and conducting multiple trials of qualitative Technology, and Applications of observations. When possible and feasible, ESS2.E: Biogeology Living things affect Science digital tools should be used. Analyze and the physical characteristics of their regions. interpret data to make sense of (4- ESS2-1) Interdependence of Science, phenomena using logical reasoning. Engineering, and Technology (4-ESS2-2) ESS3.A: Natural Resources Energy and Knowledge of relevant scientific concepts fuels that humans use are derived from and research findings is important in Constructing Explanations and natural sources, and their use affects the engineering. (4-ESS3-1) Designing Solutions Constructing environment in multiple ways. Some explanations and designing solutions in 3–5 resources are renewable over time, and Influence of Science, Engineering and builds on K–2 experiences and progresses others are not. (4-ESS3-1) Technology on Society and the Natural to the use of evidence in constructing World Over time, people’s needs and explanations that specify variables that ESS3.B: Natural Hazards A variety of wants change, as do their demands for new describe and predict phenomena and in hazards result from natural processes and improved technologies. (4-ESS3-1) designing multiple solutions to design (e.g., earthquakes, tsunamis, volcanic Engineers improve existing technologies or problems. Generate and compare multiple eruptions). Humans cannot eliminate the develop new ones to increase their solutions to a problem based on how well hazards but can take steps to reduce their benefits, to decrease known risks, and to they meet the criteria and constraints of impacts. (4-ESS3-2) (Note: This meet societal demands. (4-ESS3-2) the design solution. (4-ESS3-2) Disciplinary Core Idea can also be found in 3.WC.) Obtaining, Evaluating, and Communicating Information Obtaining, ETS1.B: Designing Solutions to evaluating, and communicating information Engineering Problems Testing a solution

Board Approval Date: January 2019 121 Chesterfield Next Generation Science Standards Curriculum Guide

in 3–5 builds on K–2 experiences and involves investigating how well it performs progresses to evaluate the merit and under a range of likely conditions. accuracy of ideas and methods. Obtain (secondary to 4-ESS3-2) and combine information from books and other reliable media to explain phenomena. (4-ESS3-1)

NJSLS Reading Standards for Informational Text (Grade 4):

CPI # Cumulative Progress Indicator (CPI)

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-ESS3-2)

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (4-ESS2-2)

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-ESS3-2) NJSLS Writing (Grade 4):

CPI # Cumulative Progress Indicator (CPI)

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS1-1)

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS1-1)

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1)

NJSLS Mathematical Standards and Practices (Grade 4):

Board Approval Date: January 2019 122 Chesterfield Next Generation Science Standards Curriculum Guide

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (4-ESS1-1)

MP.4 Model with mathematics. (4-ESS1-1)

4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (4-ESS1-1)

MP.5 Use appropriate tools strategically. (4-ESS2-1)

4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. (4-ESS2-1),(4-ESS2-2)

4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-1),(4-ESS3-2)

Benchmark Assessment

Board Approval Date: January 2019 123 Chesterfield Next Generation Science Standards Curriculum Guide

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1. Why does our planet look the way it does? Students will understand that... EQ2. How and why do the Earth’s features constantly change? EQ3. How does the Earth’s constant change affect our future? EQ1: ● Earthquakes, other natural disasters, and tectonics are responsible for the patterns and changes of Earth’s rock EQ1: formations. ● Global patterns of rock formations ● The locations of fossils show the order in which rock layers were ● How to classify rocks based on physical appearance and formed. makeup EQ2: EQ2: ● Climate and weather shape the land and determine which living ● Rocks change over time for many reasons (wind, water, things are found in a region. weathering, human and animal interactions) ● The locations of mountain ranges, deep ocean trenches, ocean EQ3: floor structures, earthquakes, and 5Volcanoes occur in patterns. ● Landforms correlate with movement of tectonic plates ● Living things affect the physical features of a region. ● The interior of the planet earth, affects the exterior of the EQ3: planet ● Plate tectonics cause volcanoes and earthquakes

A list of factual knowledge to be taught: Students will know… Key vocabulary terms such as Igneous, metamorphic, sedimentary, erosion, weathering, climate, fossil, variables, EQ1: Moh’s hardness scale, plate tectonics, seismograph, ● Energy and fuels used by humans affects the environment in geologist multiple ways. EQ2: ● EQ1. Why are natural resources important to the environment? ● Humans are able to reduce the impact of natural disasters. EQ3: ● EQ2. How can humans protect Earth more effectively? ● A variety of hazards result from natural processes (earthquakes, ● EQ3. Why are natural resources in jeopardy? How? volcanic eruptions, etc.) ● EQ4. How can we use science and technology to protect earth EQ4: and earth’s plant and animal populations? ● Testing a solution under a range of likely conditions will affect the outcome A list of factual knowledge to be taught: Students will know… ● The difference between renewable and nonrenewable resources ● The definition of “hazard,” “fossil fuels,” “natural

Board Approval Date: January 2019 124 Chesterfield Next Generation Science Standards Curriculum Guide

resources” and “tsunamis” ● How do volcanoes erupt and why? Vocabulary (conduit, magma, crust, lava) ● Layers of the Earth/ Plate Tectonics

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

EQ - How many layers does Earth have, and 1.Notebook prompt: Earth’s crust is divided into what are they made of? plates that move around on top of a molten layer called the mantle. How have scientists most likely been able to determine the size and shape of the Lesson 1: plates? Construct a 3D model of three layers of 2. Use Science Notebook Opportunities Earth. to formatively assess the class and adjust instruction as needed. Recreate a map of fractures in Earth’s 3. Evaluate student understanding through class crust by assembling tectonic plates. discussions. 4. Use the General Rubric (Appendix D) to Can a volcano pop up in your backyard? Distinguish patterns of change of the assess individual progress as needed.

Pacific Plate along the Ring of Fire by plotting volcanic activity on a map.

Board Approval Date: January 2019 125 Chesterfield Next Generation Science Standards Curriculum Guide

EQ - How do rocks form? What are the three 1. Notebook prompt: Use a flow map to explain types of rocks? what happens to rocks during the rock cycle. 2. Use Science Notebook Opportunities to Lesson 2: formatively assess the class and adjust instruction Compare the characteristics of different as needed. types of rocks. Is concrete considered to be a form of rock? 3. Evaluate student understanding through class discussions. Classify rocks by the way they are 4. Use the General Rubric in Appendix D to Formed. assess individual progress as needed.

Build a model to simulate the way different types of rocks are formed.

http://www.independent.co.uk/news/science/sinkhol EQ - What are examples of erosion? How 1. Notebook prompt: Explain how water erosion es-what-are-they-how-do-they-form-and-why-are-w does erosion work? has contributed to the formation of Earth’s e-seeing-so-many-9136235.html surface. https://www.ngssphenomena.com/#/sinkhole/ Lesson 3: 2. Use Science Notebook Opportunities to Make a connection between erosion and formatively assess the class and adjust the movement and settling of sediment to instruction as needed. What causes a sinkhole? the rock cycle. 3. Evaluate student understanding through class discussions. Recognize that water erosion causes 4. Use the General Rubric in Appendix D to certain types of landforms. assess individual progress as needed.

Investigate the way landforms are created by simulating water erosion in a stream table.

https://www.ngssphenomena.com/#/changing-rivers EQ - What are relief maps and how do they 1. Notebook prompt: Other than a relief / help geologists? map, name a type of map geologists use and explain why it is useful. The Ucayali River in Peru appears to slither like a Lesson 4: 2. Use Science Notebook Opportunities snake. What is occurring in this time elapsed Understand the ways water can erode to formatively assess the class and adjust satellite image? land to create rivers, canyons, and other instruction as needed. land formations. 3. Evaluate student understanding through

Board Approval Date: January 2019 126 Chesterfield Next Generation Science Standards Curriculum Guide

class discussions. Learn how relief maps/globes are 4. Use the General Rubric in Appendix D to used to replicate land formations in three assess individual progress as needed. dimensions.

http://science.howstuffworks.com/environmental/ear EQ - How does rock form after deposition? 1. Notebook prompt: Explain why layers can be th/geology/fossil2.htm seen in sedimentary rocks. Lesson 5: 2. Use Science Notebook Opportunities to Is a dinosaur tooth made of bone? Duplicate the process of sediment formatively assess the class and adjust instruction deposition forming layers of rock. as needed. 3. Evaluate student understanding through class Evaluate the age of rocks by the time discussions. sequence of layers of sediment deposit. 4. Use the General Rubric in Appendix D to assess Develop an understanding of how fossils individual progress as needed. form in rock.

EQ - Why is it important for scientists to find 1. Use Teacher Sheet 6: Presentation Rubric to Is the city of Venice, Italy sinking? solutions to the many problems we face? evaluate each group’s presentation. 2. Use Science Notebook Opportunities to http://www.pbs.org/wgbh/nova/venice/sieg_nf.html Lesson 6: formatively assess the class and adjust instruction Identify ways to model a solution to the as needed. problem of soil erosion. 3. Evaluate student understanding through class Since 1897, natural compression of sediments discussions. beneath the city has resulted in a lowering of the Demonstrate ways in which models can 4. Use General Rubric in Appendix D to evaluate ground level by about an inch and a half. More predict the strengths and weaknesses of individual progress as needed. significantly, subsidence brought about by the real-life solutions to scientific problems. 5. Use the summative assessment included pumping of freshwater from an aquifer beneath the lagoon between the 1920s and early 1970s in Appendix F to help evaluate students’ left Venice resting a good four and a half inches understanding of key unit concepts. lower in the lagoon. Subsidence in the historic center is most pronounced in Castello, the city's easternmost district.

Board Approval Date: January 2019 127 Chesterfield Next Generation Science Standards Curriculum Guide

Core Materials: Carolina Building Blocks of Science - Changing Mentor Texts: Earth Unit ● The Creation of Mountains by Jeri Freedman Resources/Websites: ● Super Storms that Rocked the World by Mark Shulman ● Shaping the Earth by Dorothy Hinshaw ● Pre and Post Hurricane Sandy Photographs of Beach Erosion ● Natural Disasters by Claire Watts http://coastal.er.usgs.gov/hurricanes/sandy/photocomparisons/newjer ● Earth’s Changing Crust by Rebecca Harmen sey.php ● Coastal Erosion and Shoreline Management Maps and Data http://apps.environmentagency.gov.uk/wiyby/134808.aspx ● Florida Institute of Technology’s Time Lapse of Shoreline Erosion Simulation http://blogs.fit.edu/blog/campus/marineenvironmental/wavetank/timel apseofshorelineerosion/ ● (Beyond New Jersey) Time Lapse of Coastal Erosion in Cape Cod over 30 Years http://www.weather.com/science/environment/news/capecodtimelaps enasasatellitephotos2014 0521 ● Youtube: Plate Tectonics for Kids: www.makemegenius.com ● National Geographic Classics: Natural Disasters ● Bill Nye the Science Guy: Earth’s Crust Classroom Edition ● Study Jams http://studyjams.scholastic.com/studyjams/ ● science AZ https://www.scienceaz.com/ ● National Geographic for Kids http://kids.nationalgeographic.com/ ● United States Geological Survey http://education.usgs.gov/primary.html ● Earth visualizations https://www.classzone.com/books/earth_science/terc/navigation/visu alization.cfm ● Science Kids: Earth for Kids http://www.sciencekids.co.nz/earth.html ● Make Me a Genius: Weathering and Erosion for Kids Video http://www.makemegenius.com/sciencevideos/grade_4/weatheringan derosionforkids ● Center for Teaching and Learning: 4th Grade Lessons for Energy and Natural Resources https://www.njctl.org/courses/science/4thgradescience/energynaturalr esources/energynaturalre sources2/

Board Approval Date: January 2019 128 Chesterfield Next Generation Science Standards Curriculum Guide

● Exploring Earth Textbook with Interactive Diagrams https://www.classzone.com/books/earth_science/terc/navigation/visu alization.cfm ● The U.S. Government’s Children’s Resource for Natural Disaster Readiness http://www.ready.gov/kids/knowthefacts ● Earth Observatory’s Maps and Photographs of Natural Hazards http://earthobservatory.nasa.gov/NaturalHazards/ ● Grand Canyon http://www.nps.gov/teachers/index.htm ● Pbs EcoWorld http://pbskids.org/eekoworld/ ● Bill Nye the Science Guy: “Erosion” (Full Episode) https://www.youtube.com/watch?v=D7WFeh30UpY ● American Red Cross Disaster Preparedness http://www.redcross.org/prepare/disaster Born: June 2015 ● Kids Do Ecology http://kids.nceas.ucsb.edu/

● www.teachengineering.org ● www.betterlesson.com ● www.google.com/earth ● www.carolinascienceonline.com

Grade 4 Energy Works Recommended Pacing: 30 days

Unit Summary:

Students begin the unit by tracing the flow of energy that comes from their bodies and giving examples of how they use that energy to grow, live and function. Students hunt for different types of energy in the classroom and then classify energy into two broad categories: kinetic(moving) energy and potential(stored) energy. They participate in interactive demonstrations that help them to better understand the difference between the two. Through experimentation, students gain experiences with different kinds of energy and see how energy is converted to different forms within a system. Students look at the transfer of energy by observing models. Students explore water waves and how energy passes through a row of marbles. They explore the factors that change the characteristics of waves.

Board Approval Date: January 2019 129 Chesterfield Next Generation Science Standards Curriculum Guide

Through research and discussion, students become aware of the relative advantages and disadvantages of alternative energy versus fossil fuels. They plan projects to design and construct wind and water operated apparatus’. Finally, they return to the questions they have been generating and recording throughout their investigations and select a question to investigate in more depth.

Next Generation Science Performance Expectations:

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]

4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]

Board Approval Date: January 2019 130 Chesterfield Next Generation Science Standards Curriculum Guide

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining Problems PS3.A: Definitions of Energy Energy and Matter Asking questions and defining problems in The faster a given object is moving, the more Energy can be transferred in various ways and grades 3–5 builds on grades K–2 experiences energy it possesses. (4- PS3-1) Energy can be between objects. (4-PS3-1),(4- and progresses to specifying qualitative moved from place to place by moving objects or PS3-2),(4-PS3-3),(4-PS3-4) relationships. Ask questions that can be through sound, light, or electric currents. ------investigated and predict reasonable outcomes (4-PS3-2),(4-PS3-3) Connections to Engineering, Technology, based on patterns such as cause and effect and Applications of Science Influence of relationships. (4-PS3-3) PS3.B: Conservation of Energy and Energy Science, Engineering and Technology on Society Transfer Energy is present whenever there are and the Natural World Engineers improve Planning and Carrying Out Investigations moving objects, sound, light, or heat. When existing technologies or develop new ones. Planning and carrying out investigations to objects collide, energy can be transferred from (4-PS3-4) answer questions or test solutions to problems in one object to another, thereby changing their ------3–5 builds on K– 2 experiences and progresses motion. In such collisions, some energy is Connections to Nature of Science to include investigations that control variables typically also transferred to the surrounding air; Science is a Human Endeavor Most scientists and provide evidence to support explanations or as a result, the air gets heated and sound is and engineers work in teams. (4-PS3-4) Science design solutions. Make observations to produce produced. (4-PS3-2),(4-PS3-3) Light also affects everyday life. (4-PS3-4) data to serve as the basis for evidence for an transfers energy from place to place. (4-PS3-2) explanation of a phenomenon or test a design Energy can also be transferred from place to Patterns Similarities and differences in patterns solution. (4-PS3-2) place by electric currents, which can then be can be used to sort and classify natural used locally to produce motion, sound, heat, or phenomena. (4-PS4-1) Similarities and Constructing Explanations and Designing light. The currents may have been produced to differences in patterns can be used to sort and Solutions (combine with below from waves) begin with by transforming the energy of motion classify designed products. (4- PS4-3) Constructing explanations and designing into electrical energy. (4-PS3-2),(4- PS3-4) solutions in 3–5 builds on K–2 experiences and Cause and Effect Cause and effect progresses to the use of evidence in constructing PS3.C: Relationship Between Energy and relationships are routinely identified. (4-PS4-2) explanations that specify variables that describe Forces When objects collide, the contact forces ------ and predict phenomena and in designing multiple transfer energy so as to change the objects’ Connections to Engineering, Technology, solutions to design problems. motions. (4-PS3-3) PS3.D: Energy in Chemical and Applications of Science Use evidence (e.g., measurements, Processes and Everyday Life The expression observations, patterns) to construct an “produce energy” typically refers to the Interdependence of Science, Engineering, explanation. (4-PS3-1) Apply scientific ideas to conversion of stored energy into a desired form and Technology Knowledge of relevant solve design problems. (4- PS3-4) for practical use. (4-PS3-4) ETS1.A: Defining scientific concepts and research findings is Engineering Problems Possible solutions to a important in engineering. (4-PS4-3) problem are limited by available materials and Developing and Using Models Modeling in 3–5 resources (constraints). The success of a builds on K–2 experiences and progresses to designed solution is determined by considering building and revising simple models and using the desired features of a solution (criteria). models to represent events and design solutions. Different proposals for solutions can be Develop a model using an analogy, example, or compared on the basis of how well each one abstract representation to describe a scientific meets the specified criteria for success or how principle. (4-PS4- 1) Develop a model to well each takes the constraints into account. describe phenomena. (4-PS4-2) (secondary to 4-PS3-4)

Constructing Explanations and Designing PS4.A: Wave Properties Waves, which

Board Approval Date: January 2019 131 Chesterfield Next Generation Science Standards Curriculum Guide

Solutions Constructing explanations and are regular patterns of motion, can be made designing solutions in 3–5 builds on K–2 in water by disturbing the surface. When experiences and progresses to the use of waves move across the surface of deep evidence in constructing explanations that water, the water goes up and down in specify variables that describe and predict phenomena and in designing multiple solutions to place; there is no net motion in the direction design problems. Generate and compare of the wave except when the water meets a multiple solutions to a problem based on how beach. (Note: This grade band endpoint was well they meet the criteria and constraints of the moved from K–2.) (4-PS4- 1) design solution. (4-PS4-3) ------Waves of the same type can differ in Connections to Nature of Science amplitude (height of the wave) and Scientific Knowledge is Based on Empirical Evidence Science findings are based on wavelength (spacing between wave peaks). recognizing patterns. (4- PS4-1) (4-PS4-1)

PS4.B: Electromagnetic Radiation An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)

PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. (4-PS4-3)

ETS1.C: Optimizing The Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)

NJSLS Reading Standards for Informational Text (Grade 4):

CPI # Cumulative Progress Indicator (CPI)

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-PS3-1)

Board Approval Date: January 2019 132 Chesterfield Next Generation Science Standards Curriculum Guide

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (4- PS3-1)

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS3-1) NJSLS Writing (4):

CPI # Cumulative Progress Indicator (CPI)

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1)

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-PS3-2),(4-PS3-3),(4-PS3-4)

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4)

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1)

NJSLS Speaking and Listening (Grade 4): CPI # Cumulative Progress Indicator (CPI)

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-1),(4-PS4-2

NJSLS Mathematical Standards and Practices (Grade 4): CPI # Cumulative Progress Indicator (CPI)

4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (4-PS3-4)

Board Approval Date: January 2019 133 Chesterfield Next Generation Science Standards Curriculum Guide

MP.4 Model with mathematics. (4-PS4-1),(4-PS4-2)

4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4-PS4-1),(4-PS4- 2

Technology/21st Century Practices: ● 4.PS3.A (4-PS4-1); 4.PS3.B (4-PS4-1); 4.ETS1.A (4-PS4-3) ● CRP1. Act as a responsible and contributing citizen and employee. ● CRP4. Communicate clearly and effectively and with reason. ● CRP6. Demonstrate creativity and innovation. ● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. ● 8.2.5.A.2 Investigate and present factors that influence the development and function of a product and a system. ● 8.2.5.A.3 Investigate and present factors that influence the development and function of products and systems, e.g., resources, criteria and constraints. ● 8.2.5.A.4 Compare and contrast how technologies have changed over time due to human needs and economic, political and/or cultural influences. ● 8.2.5.A.5 Identify how improvement in the understanding of materials science impacts technologies.

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1: What is the relationship between speed and energy ? Students will understand that… EQ2: How is energy transferable? EQ3: What happens to the energy when objects collide? EQ1: EQ1: ● The faster an object is moving, the more energy it possesses. ● energy types ● The slower an object is moving the less energy it possesses. ● definitions of transfer, energy, collide, friction, incline, electric EQ2: current, motion, force ● Moving objects, sound, light and heat all have energy. ● Newton’s Laws of Motion ● Energy can be moved from place to place by moving objects EQ2: through sound, light or electric currents.

Board Approval Date: January 2019 134 Chesterfield Next Generation Science Standards Curriculum Guide

● Using evidence to construct an explanation. (Measurements, EQ3: observations, & patterns) ● When objects collide, the energy can be transferred from one ● Newton’s Laws of Motion object to another which causes their motion/direction to change. EQ3: ● Distance affects the speed of something. ● The relationship between speed and the impact on an object ● Sound is produced when energy is transferred during a collision. ● Newton’s Laws of Motion ● Electric currents can produce motion, sound, heat or light.

EQ4. How are wavelength, frequency and wave speed related? EQ5. How do technology and waves interact? EQ4: EQ6. What do waves look like in the air, water, etc.. ● Energy can be transmitted from a source as waves. EQ7. What is the relationship between vision and light? ● Waves carry energy from one place to another EQ4: EQ5: ● Key vocabulary terms such as: wave, wave peak, amplitude, ● The electromagnetic spectrum in increasing frequencies includes wavelength, radiation, magnetism, electromagnetic microwaves, infrared light, visible light, ultraviolet light, X rays and EQ5: Gamma rays. ● Patterns can transfer information EQ6: EQ6: ● Waves have different properties and relationships. ● Properties of waves EQ7: ● The relationship between mass and space (ductility, elasticity, ● The absorption and reflection of light waves by various materials hardness and tenacity) result in the human perception of color. EQ7: ● The electromagnetic spectrum is the full range of wavelengths of radiation from the sun, and it includes visible light, heat energy, sound waves, and many other types of energy (microwave, radar, Xray, and gamma radiation).

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Does the water energy change forms at Niagra EQ - What are sources of energy? 1. The discussion in Part A is designed as a Falls? pre-unit assessment to help you to find out what Lesson 1: students already know about energy, energy Show video of falls. Identify the Sun as the source of most transformation, and how these two concepts https://www.youtube.com/watch?v=wB6gHz8XHDI energy on Earth. relate to each other and to other ideas about energy. Understand that energy can change 2. Review Student Activity Sheet 1: Energy One of the most common energy transformations is forms. Hunt and use it as another pre-unit assessment. the transformation between potential energy and Save it to compare with the matched post-unit

Board Approval Date: January 2019 135 Chesterfield Next Generation Science Standards Curriculum Guide

kinetic energy. In waterfalls such as Niagara Falls, Recognize different forms of energy in assessment activity students will complete in potential energy is transformed to kinetic energy. the classroom. Lesson 6. The water at the top of the falls has gravitational 3. Refer to the General Rubric included in potential energy. As the water plunges, its velocity Create a working definition of the term Appendix D to assess individual progress as increases. Its potential energy becomes kinetic energy. needed. energy.

The law of conservation of energy states that when one form of energy is transformed to another, no energy is destroyed in the process. According to the law of conservation of energy, energy cannot be created or destroyed. So the total amount of energy is the same before and after any transformation. If you add up all the new forms of energy after a transformation, all of the original energy will be accounted for.

Whenever a moving object experiences friction, some of its kinetic energy is transformed into thermal energy.

EQ - How does energy change based on 1. In the interactive demonstration discussions• position and movement? How does energy take note of how well students are explaining change when objects collide? the energy transformations• and notice if they are successfully incorporating the terms Lesson 2: “potential energy” and “kinetic energy” into their Recognize that energy has many forms. explanations. 2. Check Student Activity Sheet 2: What Participate in activities that demonstrate Are Potential Energy and Kinetic Energy? the difference between kinetic energy to determine whether students can identify Use Phenomena from lesson 1 and potential energy. potential and kinetic energy forms. 3. Check Student Activity Sheet 2B: What Demonstrate an understanding of Happens When Objects Collide? to determine potential energy and kinetic energy. whether students can identify and describe energy exchanges that occur when two or more Recognize that when objects collide, objects come into contact. energy is transferred between them. 4. Use the General Rubric included in Appendix D to assess individual progress as needed.

Board Approval Date: January 2019 136 Chesterfield Next Generation Science Standards Curriculum Guide

This short video is a compilation of lightening striking and EQ - How is energy transformed from one form 1. In Part A, take note of how well students we can hear the thunder after the strike. Watch it to 1:38 to another? understand the concept of energy transfer and and then stop. The screen is black. I begin to open the conversion. discussion at this point. Lesson 3: 2. As students work on the four energy I asked my students to note in their notebooks to describe Describe some basic forms of energy investigations, check to see that they are how completely black the screen is. I continued with more including light, heat, sound, electrical, working cooperatively to complete the activities, questions to build understanding: If we stare at the chemical, and mechanical. are following directions, and are recording their screen, do you think we will be able to see anything more observations carefully and accurately. than just the black? Why or why not? ( Sometimes Use scientific equipment to investigate 3. Review Student Activity Sheets 3A, 3B, 3C, students think if you stare long enough into blackness, our eyes will adjust and then we will see. I explained that various forms of energy and how they are and 3D. Make sure they are complete, clear, is only true if there is even the tiniest of light sources.) converted to other forms. and Then, I clicked play. The lightning illumined the lightening accurate, and that drawings are labeled to show rod and we could see in a moment what it is striking. I Record observations and new questions. the transfer of energy within each system. replayed it in order to help them understand completely 4. Refer to the General Rubric included in the connection between darkness and the absence of Appendix D to assess individual progress as light related to the fact they can't see anything until the needed. light appears.

https://www.youtube.com/watch?v=Sp9bKDHRfsM &feature=youtube

Begin this lesson by asking students if they've ever EQ - What are the characteristics of waves? • 1. In the opening discussion, take note of seen a crowd do the "wave" at a sporting event. I How do waves move? • How can waves be students’ prior knowledge about the way ask students to describe in their own words what a used to transmit information? water waves move to pre-assess their current wave looks like. Then I show this fun crowd wave knowledge and misconceptions. video. Lesson 4: 2. As students work in groups and test wave Identify and define waves as regular patterns of movement in water, notice if they recognize https://www.youtube.com/watch?v=-SNCE_3QVxc motion. that energy is moving through the water, and are applying appropriate vocabulary. Check Identify the parts of a wave. completed copies of Student Activity Sheets Determine that waves are made in water by 4A, 4B (if used), and 4C as well. disturbing the surface. 3. Review completed copies of Student Activity Sheets 4D and 4E to evaluate students’ Determine that waves have different sizes and understanding of how energy moves in waves frequencies. through solid objects and how waves can be Understand that waves move up and down in used to send and receive messages. place. 4. Use the General Rubric included in Appendix D to assess individual progress as needed.

Board Approval Date: January 2019 137 Chesterfield Next Generation Science Standards Curriculum Guide

https://www.masterbuilder.co.in/the-new-global-sust EQ - What are nonrenewable energy sources? 1. In the opening discussion, take note of ainability-phenomenon-zero-energy-districts/ • What are renewable energy sources? • How students’ prior knowledge, and then of how well can wind and water create energy? they grasp the concepts of alternative energy Is a zero energy city possible? sources. Lesson 5: 2. As students work with their wind turbines Learn about alternatives to fossil fuels: solar and waterwheels, notice how well they follow energy, geothermal energy, wind energy, water directions, work cooperatively, conduct fair tests, energy, and biomass energy. and investigate new possibilities. 3. When students explain their wind turbines Construct a model wind turbine to and waterwheels, listen for them to incorporate demonstrate wind energy. new vocabulary relating to these energy sources. Construct a model waterwheel to Listen also for an understanding of the key demonstrate water energy. concepts presented throughout the unit. Key concepts include: Work cooperatively and follow directions. Wind and water are alternative energy sources Suggest innovations in design. Wind and water energy derive their power from natural resources Record questions for further exploration. Wind and water energy are non polluting but do have an effect on the environment Wind and water energy are capable of doing work and causing change Students should have an understanding that both wind and water energy have advantages and disadvantages compared to fossil fuels. 4. Check that students are continuing to record questions they might investigate further. 5. Refer to the General Rubric included in Appendix D to assess individual progress as needed.

Use Phenomena from lesson 1 EQ - How can energy be transformed from one 1. In Part A, note how diligently students work to form to another? develop an experimental plan. Do they complete all parts of Section B of Student Activity Sheet 6: Or, Lesson 6: My Energy Experiment in a logical, practical Design and plan an experiment or manner? Is their project imaginative or creative? http://www.softschools.com/examples/science/ener demonstration to answer a student- 2. In Part B, observe how students carry out gy_transformations_examples/161/ generated question about energy. their investigations. Do they work cooperatively? Execute a plan to construct apparatus, How well do they keep records? Is there an http://www.explainthatstuff.com/electrictoasters.html collect data, and draw conclusions. attempt to quantify data? Were they able to draw

Board Approval Date: January 2019 138 Chesterfield Next Generation Science Standards Curriculum Guide

Present findings of investigations and conclusions based on their data? share results with classmates. 3. In Part C, presentations should be clear and Complete self-assessments to evaluate complete, and explicate the question students progress were trying to answer, the materials they used, how they kept records, and what they found out. 4. The post-assessment use of Student Activity Sheet 1: Energy Hunt should show that students have learned that there are many types of energy that can take many different forms. 5. Use Teacher Sheet 6: Energy Experiment Rubric to evaluate each group’s experiment and presentation from Parts B and C of the lesson. 6. Use the General Rubric included in Appendix D to assess individual progress as needed. 7. Use the summative assessment included in Appendix F to help evaluate student understanding of key unit concepts

Core Materials: Carolina Building Blocks of Science - Energy Mentor Texts: Works Unit ● Energy Makes Things Happen by: Kimberly Brubaker Bradley Resources/Websites: ● Exploring Forces by: Claire Liewellyn Bozeman (waves) ● Newton’s Law of Motion by: Jenny Karpelenia https://www.youtube.com/watch?v=4S-MevRKGZs

Soundwaves (phenomena) https://www.livescience.com/11345-top-ten-unexplained-phenomena.html

http://www.discoveryeducation.com/teachers/free-lesson-plans/the-phen omenon-of-sound-waves.cfm

https://spaceplace.nasa.gov/science-standards/en/

Videos Youtube: Newton’s Law of Motion http://www.watchknowlearn.org/Video.aspx?VideoID=30312 ● Science of Disney Imagineering: Newton’s 3 Laws of Motion Classroom Edition https://www.youtube.com/watch?v=_QpF3m02rGI

Other resources ● StudyJams http://studyjams.scholastic.com/studyjams/

Board Approval Date: January 2019 139 Chesterfield Next Generation Science Standards Curriculum Guide

● Science AZ (Subscription Service) https://www.scienceaz.com/ ● Online Circuit Simulator http://phet.colorado.edu/en/simulation/circuitconstructionkitdc ● Various Science Resources http://sciencenetlinks.com/tools/ ● Learning game http://sciencenetlinks.com/media/filer/2011/10/07/powerup.swf ● Bill Nye the Science Guy: “Sound Travels in Waves” (Short Clip, 1:20) https://www.youtube.com/watch?v=ACeUO4ufx2I ● Bill Nye the Science Guy: “Waves” (Full Episode) https://www.youtube.com/watch?v=fuM06zp48w4

www.teachengineering.org www.betterlesson.com www.google.com/earth www.carolinascienceonline.com

Board Approval Date: January 2019 140 Chesterfield Next Generation Science Standards Curriculum Guide

Grade 4 Plant and Animal Structures Recommended Pacing: 30 days

Unit Summary:

This unit introduces students to a variety of internal and external structures of plants and animals using a variety of activities including animal and plant dissections and models. Students explore how these structures allow plants and animals to survive, grow and reproduce in their environments; how these structures influence the senses; the brain’s role in processing the world; and how light helps our eyes to see objects.

Next Generation Science Performance Expectations:

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Developing and Using Models Modeling LS1.A: Structure and Function Plants Systems and System Models A system in 3–5 builds on K–2 experiences and and animals have both internal and can be described in terms of its progresses to building and revising simple external structures that serve various components and their interactions. (4- models and using models to represent functions in growth, survival, behavior, and LS1-1),(4-LS1-2) events and design solutions. Use a model reproduction. (4-LS1-1) to test interactions concerning the LS1.D: Information Processing functioning of a natural system. (4-LS1-2) Different sense receptors are specialized for particular kinds of information, which Engaging in Argument from Evidence may be then processed by the animal’s Engaging in argument from evidence in brain. Animals are able to use their 3–5 builds on K–2 experiences and perceptions and memories to guide their

Board Approval Date: January 2019 141 Chesterfield Next Generation Science Standards Curriculum Guide

progresses to critiquing the scientific actions. (4-LS1-2) explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Construct an argument with evidence, data, and/or a model. (4-LS1-1)

NJSLS Writing (Grade 4):

CPI # Cumulative Progress Indicator (CPI)

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)

NJSLS Speaking and Listening (Grade 4): CPI # Cumulative Progress Indicator (CPI)

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-LS1-2)

NJSLS Mathematical Standards and Practices (Grade 4): CPI # Cumulative Progress Indicator (CPI)

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line symmetric figures and draw lines of symmetry. (4-LS1-1)

Board Approval Date: January 2019 142 Chesterfield Next Generation Science Standards Curriculum Guide

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ1. How are growth, behavior and reproduction important to Students will understand that... plant and animal life? EQ2. How do animals process the world around them? EQ1: EQ3. How is survival for animals & plants similar/different? ● Plants and animals both have internal and external structures ● The structures of plants and animals help them grow survive and reproduce EQ2: ● Sense receptors give different information to animals EQ 1: ● Information travels through the brain on different paths ● The structures that help plants and animals grow ● Animals use perceptions and memories to guide actions ● The structures that help plants and animals survive. ● How animal senses impact their survival, growth, behavior and EQ 2: reproduction ● The structures that help plants and animals process EQ3: information about their environment ● What structures do plants and animals have that help them ● The senses used to receive information survive. ● The different paths used by sensory receptors to get information to the brain EQ 3: ● The structures that help plants and animals survive ● Different adaptations for survival of plants and animals ● Difference between physical adaptation and behavioral adaptation

Board Approval Date: January 2019 143 Chesterfield Next Generation Science Standards Curriculum Guide

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

EQ - What do we already know about plant and 1. Notebook prompt: Pick one of the animal parts? following organisms. Identify and explain the structures that help the organism survive in Lesson 1: its environment. Use evidence to support your Recognize that plants and animals have special claim. features that enable them to survive in their Penguin environments. Giraffe Observe and identify external structures found on a Hawk polar bear. Rabbit Create an environment for bean seeds to grow in. 2. Use Student Activity Sheet 1A: Sorting It All Make predictions about the plant growth. Out to assess student understanding of internal and external structures. A Polar Bear’s fur is mostly white. Why 3. Use the information about polar bear is its skin black? structures that students recorded in their science notebooks in Part B to further assess their understanding of internal and external structures. 4. Use the notebook prompt from Part B to assess student understanding of making a prediction and prior knowledge of plant growth. 5. Evaluate student understanding through class discussions. 6. Use the General Rubric in Appendix D to assess individual progress as needed.

EQ - How do both internal and external 1. Notebook Prompt: Describe at least three https://i.imgur.com/3TiGEw4.mp4 structures work together to help an animal external and three internal structures of a tiger. survive, grow and reproduce? Explain what each structure does and whether it 1. What helps the owl go unnoticed by the helps the animal survive, grow, or reproduce. hawks? Lesson 2: 2. Use information written in their science 2. What is one of the functions of the owl that Describe structural adaptations and their notebooks during Part A to assess students’ supports its survival? importance to survival. understanding of Determine the difference between external and external animal structures and their functions. internal structures. 3. Use Student Activity Sheet 2A: Observing External Structures as an additional assessment of

Board Approval Date: January 2019 144 Chesterfield Next Generation Science Standards Curriculum Guide

Investigate both internal and external adaptations external by dissecting a squid. animal structures and their functions. 4. Use Student Activity Sheet 2B: Squid Dissection to assess student understanding of internal animal structures and their functions. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions. 7. Use the General Rubric in Appendix D to assess individual progress as needed.

EQ - How do both internal and external 1. Notebook Prompt: Think back to the white http://www.vrml.k12.la.us/4th/science/Science_ structures work together to help a plant carnation you placed in colored water. What do by_Unit08/4th_SC_Unit4/UN4Act2_SC.htm survive, grow, and reproduce? you think the inside of the stem looks like after

sitting in the cup of colored water? Explain your Ask students to recall the times that they were Lesson 3: answer using evidence from our lessons and under a tree and felt drops of water fall on investigations. them, but it wasn’t raining. Identify and explain the purpose of 2. Use the notebook prompt from Part C to

internal and external structures in a plant assess their understanding of the significance of

and how these structures help the plant internal plant structures. (This water came from the tree as a by-product survive, grow, and reproduce. 3. Use the notebook prompt from Part D of photosynthesis which is occurring inside the to assess student understanding of the leaf.) Investigate the internal parts of a seed significance of external and internal structures.

and how they protect and assist in the 4. Use Student Activity Sheet 3C: Flower

plant’s initial growth. Dissection to assess student understanding of

the internal structures of a flower.

Observe the flow of water through a 5. Use Science Notebook Opportunities

plant and identify the internal structures to formatively assess the class and adjust

that assist in this flow. instruction as needed.

6. Evaluate student understanding through

Dissect and identify the internal class discussions.

structures of a flower and how they relate 7. Use the General Rubric in Appendix D

to reproduction.

Can humans create a robot with animal EQ - How do animals receive different types of 1. Notebook Prompt: Explain how one of the senses? information using their five senses? following senses that an animal had that helps it

Board Approval Date: January 2019 145 Chesterfield Next Generation Science Standards Curriculum Guide

How does the brain process the information survive in its https://www.nationalgeographic.org/activity/ma gathered by the senses and allow animals to environment. Use evidence to support your claim. king-sense-robot-sensors/ respond? Smell Touch Lesson 4: Taste Sight Identify the five senses most commonly 2. Use Student Activity Sheet 4A: That Makes found throughout the animal kingdom. Sense to assess student understanding of the five senses. Investigate and analyze the five senses 3. Use Student Activity Sheet 4C: Use Your Senses to determine their importance in survival. to assess student understanding of the role the Explore the brain and recognize its role brain in sensing the world. plays in processing the information the brain plays in processing the information collected by our Explain how information is sent to the senses brain to be processed. Once processed, and how we are able to respond accordingly. living things can react in different ways to 4. Use Science Notebook Opportunities to help them survive. formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions. 6. Refer to the General Rubric included in Appendix D to assess individual progress.

Why do some animals eyes appear to glow EQ - How are we able to see the world around 1. Notebook Prompt: Write a letter to a friend in the dark? us? explaining how we are able to see the objects around us. http://www.npr.org/templates/story/story.ph Lesson 5: Describe the importance of light and the role of both p?storyId=96414364 the eye and brain in your explanation. Explore the main structures within a typical 2. Check individual science notebooks for mammal eye. understanding of how light passes through the eye, allowing Explain how light bounces off an object objects to be seen. and into our eyes and that our brain 3. Use Student Activity Sheet 5B: Pinhole Cameras processes this information, allowing us to to assess student understanding of how light make sense of what we see. reflects off an object, how light enters the eye, and how the Understand that the lens of our eye is brain processes the image into something that convex, which focuses all the light entering makes our eye into one central location. sense.

Board Approval Date: January 2019 146 Chesterfield Next Generation Science Standards Curriculum Guide

4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions. 6. Refer to the General Rubric included in Appendix D to assess individual progress.

http://abcnews.go.com/Health/EyeHealth/optic EQ - How can animals see objects around them 1. Use Student Activity Sheet 6: Eye Can Show al-illusions-eye-brain-agree/story?id=8455573 and what is the brain’s role in vision? What Eye Know to assess understanding of how we are able to see images, the function http://www.michaelbach.de/ot/ Lesson 6: and structure of the eye, and how the brain Design an accurate model of the processes information that it receives. Why does the blue square appear to be human eye. 2. Use group presentations to assess student breathing or pulsating? understanding of how the eye works. Also refer Construct an explanation of how the to Part B of Student Activity Sheet 6: Eye Can Teacher: Use any of the optical illusions in the human eye works. Show What Eye Know to evaluate individual above link to pose a question. understanding. Describe the brain’s role in sight. 3. Evaluate student understanding through class Cooperatively work in a group to discussions. design and create a project. 4. Use the General Rubric included in Appendix E to assess individual progress as needed. 5. Use the summative assessment included in Appendix F to help evaluate student understanding of key unit concepts.

Core Materials: Carolina Building Blocks of Science - Plant and Mentor Texts: Animal Structures Unit ● Plant Reproduction: How do you Grow a Giant Pumpkin? by: Cath Senker Resources/Websites: ● Reproduction in Plants by: Julie K. Lundgren Born: June 2015 ● Supersense: Perception in the Animal World by: John Downer ● How Animals See: Other Visions of Our World by: Sandra Sinclair ● Science of Disney Imagineering: Animal Adaptations: Communication ● Animal Adaptations by:Julie K. Lundgren Classroom Edition ● National Geographic Learning: Animal Adaptations ● Youtube: Animal Adaptations ● Classifying Plants and Animals by: Lewis Parker ● http://streaming.discoveryeducation.com ● Sense and Sensibilities by: Jillyn Smith ● Sensory Exotica: A World Beyond Human Experience by: Howard Hughes

Board Approval Date: January 2019 147 Chesterfield Next Generation Science Standards Curriculum Guide

● www.teachengineering.org ● www.betterlesson.com ● www.google.com/earth ● www.carolinascienceonline.com

Grade 5 Earth and Space Systems Recommended Pacing: ~44 days (03/5/18-06/8/18)

Unit Summary:

Interactions within and between systems of matter and energy produce observable and predictable patterns that comprise all of nature. The study of systems and interactions is fundamental in science. This unit provides a variety of concrete experiences that allow students to explore how Earth is both part of a larger system and is itself composed of interconnected systems. As a pre-unit assessment, students consider Earth’s place in space. Students then examine the nearest and most familiar bodies to Earth and consider the observable effects they have on Earth. In a series of hands-on lessons, students gain experiences with modeling, scale, and cause-and-effect relationships. Students are encouraged to record their investigations, observations, and new questions and ideas in their science notebooks, a process that helps prepare them to conduct their own investigations. Students identify Earth’s major spheres and investigate how they interact. They explore the importance of water as a resource and calculate the ratio of salt water to fresh water. Students then research ways humans can impact, both positively and negatively, Earth’s systems and resources and make class presentations to communicate their findings. Students work independently, in pairs, in small groups, and on larger teams at various times throughout the unit. They are challenged to share what they have learned to help classmates construct knowledge and to build their own understanding from information that classmates share. As a culmination, students revisit activity sheets from the unit to develop and then answer questions to unite content and reinforce the concept of the interrelationship of systems.

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphereinteract. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of

Board Approval Date: January 2019 148 Chesterfield Next Generation Science Standards Curriculum Guide

water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]

5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models ESS2.A: Earth Materials and Systems Scale, Proportion, and Quantity Modeling in 3–5 builds on K–2 experiences and progresses to ● Earth’s major systems are the geosphere (solid ● Standard units are used to measure and building and revising simple models and using models to and molten rock, soil, and sediments), the describe physical quantities such as weight represent events and design solutions. hydrosphere (water and ice), the atmosphere and volume. (5-ESS2-2) ● Develop a model using an example to describe (air), and the biosphere (living things, including Systems and System Models a scientific principle. (5-ESS2-1) humans). These systems interact in multiple ● A system can be described in terms of its Using Mathematics and Computational Thinking ways to affect Earth’s surface materials and components and their interactions. Mathematical and computational thinking in 3–5 builds on K–2 processes. The ocean supports a variety of (5-ESS2-1),(5-ESS3-1) experiences and progresses to extending quantitative ecosystems and organisms, shapes landforms, ------measurements to a variety of physical properties and using and influences climate. Winds and clouds in the Connections to Nature of Science computation and mathematics to analyze data and compare atmosphere interact with the landforms to alternative design solutions. determine patterns of weather. (5-ESS2-1) Science Addresses Questions About the Natural and ● Describe and graph quantities such as area and ESS2.C: The Roles of Water in Earth’s Surface Processes Material World. volume to address scientific questions. ● Nearly all of Earth’s available water is in the ● Science findings are limited to questions that (5-ESS2-2) ocean. Most fresh water is in glaciers or can be answered with empirical evidence. Obtaining, Evaluating, and Communicating Information underground; only a tiny fraction is in streams, (5-ESS3-1) Obtaining, evaluating, and communicating information in 3–5 lakes, wetlands, and the atmosphere. Patterns builds on K–2 experiences and progresses to evaluating the (5-ESS2-2) ● Similarities and differences in patterns can be merit and accuracy of ideas and methods. ESS3.C: Human Impacts on Earth Systems used to sort, classify, communicate and ● Obtain and combine information from books ● Human activities in agriculture, industry, and analyze simple rates of change for natural and/or other reliable media to explain everyday life have had major effects on the phenomena. (5-ESS1-2) Cause and Effect

Board Approval Date: January 2019 149 Chesterfield Next Generation Science Standards Curriculum Guide

phenomena or solutions to a design problem. land, vegetation, streams, ocean, air, and even ● Cause and effect relationships are routinely (5-ESS3-1) outer space. But individuals and communities identified and used to explain change. Analyzing and Interpreting Data are doing things to help protect Earth’s (5-PS2-1) Analyzing data in 3–5 builds on K–2 experiences and resources and environments. (5-ESS3-1) Scale, Proportion, and Quantity progresses to introducing quantitative approaches to PS2.B: Types of Interactions ● Natural objects exist from the very small to the collecting data and conducting multiple trials of qualitative ● The gravitational force of Earth acting on an immensely large. (5-ESS1-1) observations. When possible and feasible, digital tools should object near Earth’s surface pulls that object be used. toward the planet’s center. (5- PS2-1) ● Represent data in graphical displays (bar ESS1.A: The Universe and its Stars graphs, pictographs and/or pie charts) to reveal ● The sun is a star that appears larger and patterns that indicate relationships. (5-ESS1-2) brighter than other stars because it is closer. Engaging in Argument from Evidence Stars range greatly in their distance from Earth. Engaging in argument from evidence in 3–5 builds on K–2 (5-ESS1-1) experiences and progresses to critiquing the scientific ESS1.B: Earth and the Solar System explanations or solutions proposed by peers by citing relevant ● The orbits of Earth around the sun and of the evidence about the natural and designed world(s). moon around Earth, together with the rotation of ● Support an argument with evidence, data, or a Earth about an axis between its North and model. (5-PS2-1),(5-ESS1-1) South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

NJSLS ELA/Literacy (Grade 5):

CPI # Cumulative Progress Indicator (CPI)

RI.5.1 Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. (5-PS1-1), (5-ESS1-1), (5-ESS3-1) RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS1-1) RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (5-ESS1-1) RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-PS2-1), (5-ESS1-1), (5-ESS3-1) W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1), (5-ESS1-1)

Board Approval Date: January 2019 150 Chesterfield Next Generation Science Standards Curriculum Guide

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2), (5-ESS3-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1) SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2), (5-ESS2-1), (5-ESS2-2)

NJSLS Mathematical Standards and Practices (Grade 5):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (5-ESS1-1), (5-ESS1-2), (5-ESS2-1), (5ESS2-2), (5-ESS3-1) MP.4 Model with mathematics. (5-ESS1-1), (5-ESS1-2), (5-ESS2-1), (5ESS2-2), (5-ESS3-1) 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS1-2), (5-ESS2-1) 5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-ESS1-1)

Benchmark Assessment

Carolina Summative Assessments

Board Approval Date: January 2019 151 Chesterfield Next Generation Science Standards Curriculum Guide

Essential Questions: Enduring Understandings:

EQ 1: Why does the Sun appear so much brighter Students will understand that… than other stars? EQ 2: What can the relative brightness of a star tell EQ 1-2: us about its distance from Earth? ● The difference between the distance between Earth and the EQ 3: What are ways Earth interacts with the Sun? Sun with distances from Earth to other stars EQ 4: What are ways Earth interacts with the Moon? ● How to calculate the size of Earth compared with the Sun. EQ 5: What are ways the Sun, Moon, and Earth ● How to model the proportional size difference between Earth interact? and the Sun. EQ 6: What kinds of cycles do Earth’s movements EQ 3-5: around the Sun cause? ● How to devise a scale model to represent the relationship of EQ 7: How do the Moon’s interaction with Earth and the sizes of Earth and the Moon as well as the distances between the Sun cause its phases? them. EQ 8: What are Earth’s four major systems, and how ● How to examine how the shape of Earth and Earth’s path do they interact? around the Sun are caused by the constant pull of gravity. EQ 9: What two types of water can be found ● How to construct models to simulate the revolution of Earth commonly on Earth? around the Sun and the Moon around Earth. EQ 10: How does the water cycle work? ● How to model how Earth’s axis, combined with the planet’s EQ 11: How have humans affected Earth’s systems revolution around the Sun, cause seasons. around them? EQ 6-7: EQ 12: How can communities use science to protect ● How to graph and analyze the change in number of daylight Earth’s systems? hours over a year, and relate this change to the position of Earth EQ 13: How have humans affected Earth’s in its orbit around the Sun (seasons). systems around them? ● How to construct a model of the phases of the Moon based EQ 14: How can communities use science to on the movement of the Moon around Earth and the location of the protect Earth’s systems? Sun. ● How to graph the change of a shadow throughout the day, and relate that change to Earth’s rotation. EQ 8: ● How to identify the characteristics of Earth’s major systems. ● How to demonstrate an understanding of some of the ways Earth’s systems interact. EQ 9-10: ● How to apply computational thinking to determine the ratio of freshwater to salt water on Earth. ● How to describe and graph the amounts and percentages of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth. ● How to develop a model of the water cycle.

Board Approval Date: January 2019 152 Chesterfield Next Generation Science Standards Curriculum Guide

● How to analyze consequences to the environment resulting from the water cycle. EQ 11-12: ● How to identify ways in which people have affected Earth’s systems. ● How to identify ways local communities protect Earth’s systems. ● How to demonstrate ways in which individuals can help protect Earth’s resources and environments. EQ 13-14: ● How to produce an example to illustrate interaction of Earth in a space system. ● How to produce an example to illustrate interaction of systems on Earth.

Possible Phenomena Learning Formative Assessment (Phenomena used may or may not include the Objectives following.)

Lesson 1

http://static2.businessinsider.com/imag • Contrast the distance between Earth and the 1. The discussion in Part A is designed as a pre-unit Sun with distances from Earth to other stars. assessment to help you find out what students already e/54b4134ceab8ea333fc9b879-1200-978/ • Calculate the size of Earth compared with the know about space systems and their effects on sun-compared-to-earth.jpg Sun. patterns observed on Earth. Show students the photo and ask them • Model the proportional size difference 2. As students work in groups during the activities, between Earth and the Sun. check to ensure that all group members are to come up with questions regarding participating equally and the size of the sun compared to that of that members take turns making observations. Earth. 3. Review students’ activity sheets to confirm that they have completed their predictions, recorded their observations thoroughly, and answered all evaluation questions. 4. During the final discussion in Part B, ask students to explain how they would use the observations they made during the investigation to support an argument that differences in the apparent brightness of the Sun compared to other stars is due to differences in the relative distances of the stars from Earth. 5. In Part C as students share their models with the

Board Approval Date: January 2019 153 Chesterfield Next Generation Science Standards Curriculum Guide

class, they should summarize their process of designing and making their models clearly, accurately, and in as much detail as possible. 6. Use Science Notebook Opportunities to formatively assess the class and adjust instructions as needed. 7. Evaluate student understanding through class discussions.

Lesson 2

Pose questions to the students such • Devise a scale model to represent the 1. In Part A, monitor students’ selection of scale for relationship of the sizes of Earth and the their models and their accurate application of the scale. as: Moon as well as the distances between them. 2. In Part B, assess student’s prior knowledge of ● How do we get different • Examine how the shape of Earth and Earth’s gravity by frequently asking them to provide examples seasons? path around the Sun are caused by the of the effects of constant pull of gravity. gravity they have personally experienced. During ● What would happen if the moon • Construct models to simulate the revolution discussions of the interactive demonstrations, note didn’t exist? of Earth around the Sun and the Moon students’ ability to use key terms correctly. Ask ● Show the following picture and around Earth. students frequently to explain their answers or • Model how Earth’s axis, combined with the inferences particularly in reference to prior experience ask the students what is planet’s revolution around the Sun, cause in to provide students with practice in framing happening - seasons. explanations. https://static1.squarespace.com/s 3. Monitor student progress during activities to be sure they are following directions and completing steps in tatic/56e316c61bbee06d13210ed6 the correct order. As needed, guide students to review /57f51339d1758e0adc732f66/57f5 their procedures and correct any missteps. As teams 13cbd1758e0adc7335fa/14756791 demonstrate their models to the class, make sure all members contribute. 87634/tears+in+space.gif?format Engage and evaluate each team member by asking =1000w them specific questions about their models and observations. 4. Check student activity sheets to confirm that students have recorded their observations both in writing and by drawing. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

Lesson 3

https://static1.squarespace.com/static/5 • Graph and analyze the change in number of 1. In Part A, assess student’s prior knowledge by daylight hours over a year, and relate this having them 6e316c61bbee06d13210ed6/57c0748f6a change to the position of Earth in its orbit compare and contrast Earth’s rotation and its 4963eb21a6515a/57c075a22e69cfa0761 around the Sun (seasons). revolution. • Construct a model of the phases of the Moon 2. During the graphing activities, monitor student

Board Approval Date: January 2019 154 Chesterfield Next Generation Science Standards Curriculum Guide

d5ca0/1472230826948/Screen+Shot+201 based on the movement of the Moon around progress in completing the graphs. Help them identify Earth and the location of the Sun. and correct any 6-08-26+at+12.52.01+PM.png?format=10 • Graph the change of a shadow throughout the problems or omissions in their graphs, and spot trends 00w day, and relate that change to Earth’s rotation. in their data. Display the above picture and discuss 3. Question students during class discussions and investigations to assess their understanding of key whether or not it shows camels or concepts. Students should have a thorough shadows. The picture was taken directly understanding of how rotation and revolution cause above these camels at sunset in Saudi observable patterns of day and night, length of daylight hours, phases of the Moon, and shadows. Arabia. Then discuss what causes 4. As you conduct the mid-unit assessment in Part C, shadows evaluate students’ suggested changes to the concept map from Lesson 1 for accuracy of knowledge gained in this and the preceding lessons. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

Lesson 4

• Identify the characteristics of Earth’s major 1. In Part A, assess students’ prior knowledge of the systems. four major Earth systems by noting their ability to • Demonstrate an understanding of some of the predict definitions of ways Earth’s systems interact. key terms. 2. As students work in their research groups, observe them to determine whether they work cooperatively as well as complete their individual tasks. Guide them as needed to find appropriate resources and accurate information. 3. During their presentations, observe to ensure all group members contribute. Ask questions of individuals to assess their understanding of key concepts. Check student activity sheets to confirm that students have recorded their group’s research results as well as that of other groups shared through the presentations. After the presentations, clarify misunderstandings and fill in any gaps in content coverage. Students should have an understanding of all four spheres and their interactions. 4. After students have assembled their terrariums, ask them to describe to you or a partner the spheres and interactions that their terrariums represent. 5. Use Science Notebook Opportunities to formatively

Board Approval Date: January 2019 155 Chesterfield Next Generation Science Standards Curriculum Guide

assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

Lesson 5

Bring up the following picture and have • Apply computational thinking to determine 1. In Part A, check completed copies of Student Activity the ratio of freshwater to salt water on Earth. Sheet 5A: Graphing Earth’s Water, especially to make the students talk about what is • Describe and graph the amounts and sure students happening: percentages of saltwater and freshwater in have correctly represented their data graphically and various reservoirs to provide evidence about have included appropriate graph labels and titles. In the the distribution of water on Earth. discussion, take note of any misunderstandings about http://www.lateet.com/wp-content/uploa • Develop a model of the water cycle. Earth’s water distribution as reflected in their ds/2016/05/two_oceans_meet.jpg • Analyze consequences to the environment summarizing statements. resulting from the water cycle. 2. In Part B, assess student’s prior knowledge of the water cycle and its processes by frequently asking students to share observations from their own (Explanation: 2 oceans meet but don't experiences. Have students use their models to mix. Picture shows 2 different ocean describe how water moves between Earth’s surface and atmosphere. Have them explain to a partner what water bodies meeting in middle where a the parts of the model represent in the real world. foam is formed at the merging junction. Check completed copies of Student Activity Sheet 5B: This happens when glaciers of Modeling the Water Cycle, especially for student predictions that indicate minds-on engagement with freshwater start melting and flow to join concepts before hands-on experimentation the ocean water which is more salty. commences. 3. Monitor student progress during all the activities to Due to the difference in the salinity and be sure students are following directions and densities of these 2 meeting ocean completing steps water bodies, a surface tension is thoroughly and in the correct order. If necessary, guide students to examine their procedures and correct any developed between them that acts like a missteps. thin wall and does not allow them to As students work in groups, monitor activity progress to mix. Eventually they will mix.) ensure that all students are participating equitably. 4. In class discussions in Part C about water cycle consequences, listen for students to use vocabulary accurately to convey key concepts. Call on students to share entries in their science notebooks describing a possible consequence to the environment resulting from the water cycle and using evidence from their observations to support their claim. 5. Use Science Notebook Opportunities to formatively

Board Approval Date: January 2019 156 Chesterfield Next Generation Science Standards Curriculum Guide

assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

Lesson 6

• Identify ways in which people have affected 1. In Part A, assess students’ prior knowledge of Earth’s systems. Earth’s four major systems, as well as their • Identify ways local communities protect understanding of the ways Earth’s systems. people can affect the natural resources and • Demonstrate ways in which individuals environments around them in both positive and can help protect Earth’s resources and negative ways. environments. 2. As pairs conduct their research, observe to determine whether they work cooperatively as they complete their tasks. Guide them as needed to find appropriate resources and accurate information. 3. During their presentations, observe to ensure that each member of each pair contributes. Ask questions of individuals to assess their understanding of key concepts. Refer to Teacher Sheet 6: Presentation Rubric to assess individual progress. 4. Check student activity sheets to confirm that students have recorded their pair’s research results as well as that of other pairs shared through the presentations. After the presentations, clarify misunderstandings and fill in any gaps in content coverage. Students should have an understanding of all four spheres and their interactions. 5. Refer to Teacher Sheet 6: Presentation Rubric to assess individuals, pairs, or groups as they deliver their presentations in both Parts A and B of this lesson. 6. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 7. Evaluate student understanding through class discussions.

Lesson 7

• Produce an example to illustrate 1. In Part A, note how students form a interaction of Earth in a space system. thought-provoking question from the key terms. • Produce an example to illustrate 2. In Part B, observe how students refer to their own interaction of systems on Earth. prior work and to research resources to provide examples and/or

Board Approval Date: January 2019 157 Chesterfield Next Generation Science Standards Curriculum Guide

models that support their answers to the questions. 3. In Part C, displays/models should clearly address the question students were trying to answer. Students should be readily able to provide content to expand the concept map started in Lesson 1. 4. Check student activity sheets to confirm that students have recorded their pair’s research results as well as that of other pairs shared through the presentations. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

Core Materials: Carolina Building Blocks of Science - Earth and Mentor Texts: Space Systems Unit Lesson 1: The Everything Kids’ Astronomy Book by Kathi Wagner and Sheryl Racine Resources/Websites: Lesson 2: Galileo’s Universe by J. Patrick Lewis www.teachengineering.org Lesson 3: No specific text www.betterlesson.com Lesson 4: No specific text www.google.com/earth Lesson 5: Weathering and Erosion by Clive Gifford www.carolinascienceonline.com Lesson 6: No specific text Lesson 2: Lesson 7: No specific text (http://study.com/academy/lesson/interactions-in-the-sun-earth-moon- system.html) Lesson 4: file:///C:/Users/abacab1295/Downloads/sphereinterac.pdf

Board Approval Date: January 2019 158 Chesterfield Next Generation Science Standards Curriculum Guide

Grade 5 Matter and Energy in Ecosystems Recommended Pacing: ~40 days (11/27/17-02/23/18)

Unit Summary:

In Matter and Energy in Ecosystems, students build and deconstruct food web models to describe an ecosystem as a system of interdependence among living things (producers, consumers, and decomposers) and non-living things in the same place. Through hands-on activities, students discover how the non-living factors necessary for life, such as energy, nutrients, and water, are constantly cycling through the environment. Students also explore the potential effects on all the organisms in an ecosystem caused by the removal of a single type of organism from that ecosystem. The unit culminates with students designing a potential solution to a human environmental impact scenario.

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarifcation Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

5-ESS2-1. Develop a model using an example to describe the ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Clarifcation Statement: Examples could include the influence of the ocean on ecosystem, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hyrdosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited To the interactions of two systems at a time.]

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Board Approval Date: January 2019 159 Chesterfield Next Generation Science Standards Curriculum Guide

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Developing and Using Models ESS2.A: Earth Materials and Systems Systems and System Models Modeling in 3–5 builds on K–2 experiences and ● Earth’s major systems are the geosphere ● A system can be described in terms of its progresses to building and revising simple models and (solid and molten rock, soil, and sediments), components and their interactions. using models to represent events and design solutions. the hydrosphere (water and ice), the (5-LS2-1) ● Use models to describe phenomena. atmosphere (air), and the biosphere (living Energy and Matter (5-PS3-1) things, including humans). These systems ● Matter is transported into, out of, and within ● Develop a model to describe phenomena. interact in multiple ways to affect Earth’s systems. (5-LS1-1) (5-LS2-1) surface materials and processes. The ocean ● Energy can be transferred in various ways ● Develop a model using an example to supports a variety of ecosystems and and between objects. (5-PS3-1) describe a scientific principle. (5-ESS2-1) organisms, shapes landforms, and Systems and System Models Using Mathematics and Computational Thinking influences climate. Winds and clouds in the ● A system can be described in terms of its Mathematical and computational thinking in 3–5 builds on atmosphere interact with the landforms to components and their interactions. K–2 experiences and progresses to extending quantitative determine patterns of weather. (5-ESS2-1) (5-ESS2-1),(5-ESS3-1) measurements to a variety of physical properties and ESS3.C: Human Impacts on Earth Systems ------using computation and mathematics to analyze data and ● Human activities in agriculture, industry, and Connections to Nature of Science compare alternative design solutions. everyday life have had major effects on the ● Describe and graph quantities such as area land, vegetation, streams, ocean, air, and Science Addresses Questions About the Natural and and volume to address scientific questions. even outer space. But individuals and Material World. (5-ESS2-2) communities are doing things to help protect ● Science findings are limited to questions Obtaining, Evaluating, and Communicating Earth’s resources and environments. that can be answered with empirical Information (5-ESS3-1) evidence. (5-ESS3-1) Obtaining, evaluating, and communicating information in PS3.D: Energy in Chemical Processes and Everyday 3–5 builds on K–2 experiences and progresses to Life evaluating the merit and accuracy of ideas and methods. ● The energy released [from] food was once ● Obtain and combine information from books energy from the sun that was captured by and/or other reliable media to explain plants in the chemical process that forms phenomena or solutions to a design problem. plant matter (from air and water). (5-PS3-1) (5-ESS3-1) LS1.C: Organization for Matter and Energy Flow in Engaging in Argument from Evidence Organisms Engaging in argument from evidence in 3–5 builds on K–2 ● Food provides animals with the materials experiences and progresses to critiquing the scientific they need for body repair and growth and the explanations or solutions proposed by peers by citing energy they need to maintain body warmth relevant evidence about the natural and designed world(s). and for motion. (secondary to 5-PS3-1) ● Support an argument with evidence, data, or ● Plants acquire their material for growth a model. (5-LS1-1) chiefly from air and water. (5-LS1-1) ------LS2.A: Interdependent Relationships in Ecosystems Connections to the Nature of Science ● The food of almost any kind of animal can be traced back to plants. Organisms are related Science Models, Laws, Mechanisms, and Theories in food webs in which some animals eat Explain Natural Phenomena plants for food and other animals eat the ● Science explanations describe the animals that eat plants. Some organisms, mechanisms for natural events. (5-LS2-1) such as fungi and bacteria, break down dead organisms (both plants or plants parts and

Board Approval Date: January 2019 160 Chesterfield Next Generation Science Standards Curriculum Guide

animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1) LS2.B: Cycles of Matter and Energy Transfer in Ecosystems ● Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

NJSLS ELA/Literacy (Grade 5):

CPI # Cumulative Progress Indicator (CPI)

RI.5.1 Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. (5-LS1-1), (5-ESS3-1) RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS3-1), (5-LS2-1), (5-ESS2-1), (5-ESS3-1) RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-LS1-1), (5-ESS3-1) W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)

Board Approval Date: January 2019 161 Chesterfield Next Generation Science Standards Curriculum Guide

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-PS3-1), (5-LS2-1), (5-ESS2-1)

NJSLS Mathematical Standards and Practices (Grade 5):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (5-LS1-1), (5-LS2-1), (5-ESS2-1), (5-ESS3-1) MP.4 Model with mathematics. (5-LS1-1), (5-LS2-1), (5-ESS2-1), (5-ESS3-1) MP.5 Use appropriate tools strategically. (5-LS1-1) 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1) 5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (5-LS1-1)

Benchmark Assessment

Carolina Summative Assessments

Board Approval Date: January 2019 162 Chesterfield Next Generation Science Standards Curriculum Guide

Essential Questions: Enduring Understandings:

EQ 1: What are biotic and abiotic things? Students will understand that… EQ 2: What do biotic things need to survive? EQ 3: How does nitrogen cycle through the EQ 1-3: environment? Why does it matter to us? ● How to differentiate between living and nonliving things. EQ 4: How do we know that plants produce food? ● How to use evidence to explain why living things need EQ 5: What do plants need to be able to produce energy from the Sun. this food? ● How to investigate the relationship between Earth and the EQ 6: How can organisms be grouped based on the energy from the Sun. food they eat? ● How to model the cycling of nitrogen in the environment. EQ 7: How do animals that eat the same food EQ 4-5: compete with one another? ● How to draw conclusions about how plants get energy from EQ 8: Why are decomposers important to their the Sun. Ecosystem? ● How to recognize that iodine causes a chemical reaction that EQ 9: What role do decomposers play in the indicates the presence of starch in a plant. nitrogen cycle? ● How to use iodine to detect whether there is a difference in EQ 10: What happens when one organism is the presence of starch in plants that are exposed to Sun and plants removed from a food web? that are not. EQ 11: How does energy move through an ● How to interpret evidence that plants acquire their material Ecosystem? for growth from air and water based on observations of plant EQ 12: What effect do humans have on the structures. Environment? EQ 6-7: EQ 13: What can you do to make a difference? ● How to classify organisms by the types of food they eat. ● How to identify the patterns between food and energy. ● How to investigate how animals that eat the same food compete with one another. ● How to compare and relate the pattern of the amounts of energy an animal gets from the amount of food it needs to eat for survival. EQ 8-9: ● How to apply the concept of the ow of energy in an ecosystem to understand that decomposers get energy from dead organic matter. ● How to construct a compost pile and observe the decomposition of organic matter. ● How to connect the contribution of decomposers to the nitrogen cycle.

Board Approval Date: January 2019 163 Chesterfield Next Generation Science Standards Curriculum Guide

EQ 10-11: ● How to assemble a food chain energy pyramid that shows the ow of energy in an ecosystem in any given climate region. ● How to analyze the needs of living things in different types of environments. ● How to hypothesize the result of removing one type of organism from the food web, and devise a model to explain the possible consequence. ● How to draw conclusions that all organisms depend on other organisms in an ecosystem. ● How to apply concepts to design an ecosystem and to explain how each organism depends on the others for survival. ● How to communicate information gained through research. EQ 12-13: ● How to analyze the cause and effect relationship between human behaviors and the environment. ● How to develop possible solutions to human needs without affecting the environment. ● How to communicate information gained through research using technology.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Lesson 1

What would happen if we removed the • Differentiate between living and nonliving 1. Use Student Activity Sheet 1A: Sun Oven to things. assess students’ understanding of the ways that oceans on Earth? energy can be transferred through an ecosystem. • Use evidence to explain why living things need energy from the Sun. 2. Use Student Activity Sheet 1B: The Nitrogen Cycle to assess students’ understanding of the way • Investigate the relationship between Earth and energy cycles through an ecosystem. the energy from the Sun. 3. Notebook Prompt: Use evidence from the sun • Model the cycling of nitrogen in the oven activity in Part B of the lesson to explain why environment. the sun’s energy can still be transferred to living things on earth even on a day when it is too cloudy to see the sun. 4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction

Board Approval Date: January 2019 164 Chesterfield Next Generation Science Standards Curriculum Guide

as needed. 5. Evaluate student understanding through class discussions.

Lesson 2

Show the students the following • Draw conclusions about how plants get 1. Use the potato drawings from Part A to assess energy from the Sun. students’ understanding of the biotic nature of the picture of two leaves. Tell them that plant. they are the same leave and ask them • Recognize that iodine causes a chemical reaction that indicates the presence of starch 2. Use Student Activity Sheet 2: Starch Factor as a what they think happened. summative tool to assess students’ understanding of in a plant. the abiotic factors that plants need to produce http://biology-igcse.weebly.com/uploa • Use iodine to detect whether there is a starch. ds/1/5/0/7/15070316/36531_orig.png difference in the presence of starch in plants 3. To evaluate student understanding, discuss as a The following is the website that that are exposed to Sun and plants that are class how living and nonliving things depend on not. each other. (TG pg. 36) explains the experiment: 4. Listen for understanding as student pairs discuss • Interpret evidence that plants acquire their http://sjiiscience.blogspot.com/2008/07 material for growth from air and water based the role of potatoes in the ecosystem. (TG pg. 36) /chlorophyll-and-starch-in-leaves.html 5. Review students’ labeled drawings of potato plant on observations of plant structures and their descriptions of the function of the various plant parts to assess their understanding. (TG pg. 36) 6. As a class, discuss the parts of a potato plant and how we get energy from it. Evaluate student understanding during the discussion. (TG pg. 37) 7. Notebook Prompt: Explain how a plant can be tested to see if it has absorbed energy from the Sun. 8. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed.

Lesson 3

● What would happen if all the fish • Classify organisms by the types of food they 1. Use Student Activity Sheet 3A: Food Chain eat. Energy Pyramid and 3B: Owls Eat WHAT? to in the world were poisoned? assess students’ understanding of the role played by ● How would that affect other • Identify the patterns between food and energy. • Investigate how animals that eat the same organisms at each step in the Food Chain Energy living things? Pyramid. food compete with one another. 2. Use Student Activity Sheet 3C: Consumer Report: • Compare and relate the pattern of the Who Eats More? to assess students’ understanding amounts of energy an animal gets from the of the way that energy cycles through an ecosystem amount of food it needs to eat for survival. and the needs of organisms at each step in the food chain. 3. To evaluate students’ understanding of primary consumers, create a class list of animals that eats plants. (TG pg. 53)

Board Approval Date: January 2019 165 Chesterfield Next Generation Science Standards Curriculum Guide

4. Review the food chain energy pyramid, and ask students to determine what the organisms in the ecosystem are eating and how energy ows through the ecosystem. (TG pg. 54) 5. Notebook Prompt: What might be a consequence of an owl eating a rat that has consumed rat poison? Use evidence from what you discovered by dissecting an owl pellet to support your answer. 6. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 7. Evaluate student understanding through class discussions.

Lesson 4

Show students the following picture • Apply the concept of the ow of energy in an 1. Use students’ reections in their science ecosystem to understand that decomposers notebooks to assess their understanding of the and ask them to discuss what has important role decomposers play in an happened to the strawberries. Ask the get energy from dead organic matter. • Construct a compost pile and observe the ecosystem. students if they think the mold is alive 2. Assess students’ understanding during a class decomposition of organic matter. discussion about how organisms in a food chain get or dead. • Connect the contribution of decomposers to energy. (TG pg. 71) http://waterdamagezoneinc.com/wp-co the nitrogen cycle. 3. Evaluate students’ understanding of biotic and ntent/uploads/2015/09/Moldy-Strawberr abiotic factors by identifying the items that were collected for the worm tanks as biotic or abiotic. (TG y.jpg pg. 73) 4. Notebook Prompt: Explain what would happen if Below is a website that explains the decomposers were removed from an ecosystem. difference between good mold and bad mold. http://www.health.com/health/gallery/0, ,20392188,00.html#ewwww-gross--0

Lesson 5

Use phenomena from lesson 3 as well • Assemble a food chain energy pyramid that 1. Assess students’ understanding as they move as posing the following questions: shows the ow of energy in an ecosystem in around the classroom to construct geographically any given climate region. accurate food chains. ● Why can some animals live in (TG pg. 83)

Board Approval Date: January 2019 166 Chesterfield Next Generation Science Standards Curriculum Guide

the tropical rainforests but • Analyze the needs of living things in different 2. Use students’ completed food webs to assess types of environments. understanding of the ow of energy through an cannot live in the desert? ecosystem. ● Why can some animals live in • Hypothesize the result of removing one type of organism from the food web, and devise a 3. Use the ecosystem models to assess student the desert but cannot live in understanding of the relationships between model to explain the possible consequence. organisms in an ecosystem. really cold places? • Draw conclusions that all organisms depend (TG pg. 81) on other organisms in an ecosystem. 4. As a class, discuss the concept of food energy • Apply concepts to design an ecosystem and pyramids, as well as the type of organism that is to explain how each organism depends on found at each level. the others for survival. (TG pg. 83) • Communicate information gained through 5. Students determine the meaning of the word ecosystem by looking at its parts on the board. (TG research. pg. 84) 6. Use the rubric on Teacher Sheet 5A to evaluate each group’s presentation in Part C. 7. Notebook Prompt: Develop a logical argument to prove that all organisms are important to an ecosystem by explaining why zebra and antelope on the African Plains would die if lions became extinct. 8. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed.

Lesson 6

Is it possible to protect our • Analyze the cause and effect relationship 1. Use Literacy and Science 6A–6E to assess between human behaviors and the students’ understanding of the ways that organisms environment? How? and the environment environment. • Develop possible solutions to human needs are impacted by humans. 2. Use the rubric on Teacher Sheet 6 to evaluate without affecting the environment. each group’s public service announcement poster in • Communicate information gained through Part C. research using technology 3. Use the public service announcement posters to assess students’ understanding of ways that they can make a difference in their local ecosystem. (TG pg. 109) 4. Evaluate student understanding through a class discussion about how human activity can reduce populations of organisms. (TG pg. 107) 5. Evaluate student understanding through a class discussion about the ways that humans can harm an ecosystem. (TG pg. 108) 6. Use Science Notebook Opportunities to formatively assess the class and adjust instruction

Board Approval Date: January 2019 167 Chesterfield Next Generation Science Standards Curriculum Guide

as needed.

Core Materials: Carolina Building Blocks of Science - Matter and Mentor Texts: Energy in Ecosystems Unit Lesson 1: Egyptian myth of Ra the Sun God Lesson 2: No specific text Resources/Websites: Lesson 3: Owl Moon by Jane Yolen www.teachengineering.org Lesson 4: Composting: Nature’s Recyclers by Robin Koontz www.betterlesson.com Lesson 5: www.google.com/earth ● What If There Were No Lemmings? A Book www.carolinascienceonline.com About the Tundra Ecosystem (Food Chain Reactions) by Suzanne Slade ● What Can Live in a Desert? by Sheila Anderson ● Life in a Coral Reef by Wendy Pfeffer and Steve Jenkins ● Here Is the African Savanna by Madeline Dunphy Lesson 6: ● Ecology: The Study of Ecosystems by Susan Heinrichs Gray ● Ecology by Brian Lane and Steve Pollock ● Environmental Disasters: Disasters Up Close by Michael Woods

Grade 5 Structure and Properties of Matter Recommended Pacing: ~37 days (9/11/17-11/22/17)

Unit Summary:

This unit provides a variety of concrete experiences that allow students to discover both physical and chemical properties of matter. Students identify examples of matter in the classroom and discuss what these items are made of. They then differentiate the properties

Board Approval Date: January 2019 168 Chesterfield Next Generation Science Standards Curriculum Guide

of solids, liquids, and gases through participation in a series of interactive demonstrations. Finally, by exploring mass and volume, students develop an operational definition of matter. In a series of five hands-on lessons, students gain experiences with physical properties of matter, and see how these properties differ from chemical properties. Students explore the buoyancy and magnetic attraction of a variety of materials, and conduct a liquid “race” to investigate viscosity. Students examine, combine, separate, and evaluate mixtures and solutions of solid and liquid matter as well as manipulate materials to observe that, when matter is combined in mixtures and even appears to vanish in solutions, the amount of matter is conserved. Students also plan, build, test, and evaluate a system to separate the materials in a mixture of muddy, colored water. As a culmination, students revisit activity sheets from the lesson to identify how many facts, strategies, and observations they utilized in the design of their own model solution to the problem, reinforcing how much they have learned about the structure and properties of matter.

Next Generation Science Performance Expectations:

Students who demonstrate understanding can: 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Board Approval Date: January 2019 169 Chesterfield Next Generation Science Standards Curriculum Guide

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices

Developing and Using Models PS1.A: Structure and Properties of Matter Cause and Effect Modeling in 3–5 builds on K–2 experiences and ● Matter of any type can be subdivided into ● Cause and effect relationships are routinely progresses to building and revising simple models and particles that are too small to see, but even identified and used to explain change. using models to represent events and design solutions. then the matter still exists and can be (5-PS1-4) ● Use models to describe phenomena. detected by other means. A model showing Scale, Proportion, and Quantity (5-PS1-1) that gases are made from matter particles ● Natural objects exist from the very small to Planning and Carrying Out Investigations that are too small to see and are moving the immensely large. (5-PS1-1) Planning and carrying out investigations to answer freely around in space can explain many ● Standard units are used to measure and questions or test solutions to problems in 3–5 builds on observations, including the inflation and describe physical quantities such as weight, K–2 experiences and progresses to include investigations shape of a balloon and the effects of air on time, temperature, and volume. that control variables and provide evidence to support larger particles or objects. (5-PS1-1) (5-PS1-2),(5-PS1-3) explanations or design solutions. ● The amount (weight) of matter is conserved ------● Conduct an investigation collaboratively to when it changes form, even in transitions in Connections to Nature of Science produce data to serve as the basis for which it seems to vanish. (5-PS1-2) evidence, using fair tests in which variables ● Measurements of a variety of properties can Scientific Knowledge Assumes an Order and are controlled and the number of trials be used to identify materials. (Boundary: At Consistency in Natural Systems considered. (5-PS1-4) this grade level, mass and weight are not ● Science assumes consistent patterns in ● Make observations and measurements to distinguished, and no attempt is made to natural systems. (5-PS1-2) produce data to serve as the basis for define the unseen particles or explain the evidence for an explanation of a atomic-scale mechanism of evaporation and phenomenon. (5-PS1-3) condensation.) (5-PS1-3) Using Mathematics and Computational Thinking PS1.B: Chemical Reactions Mathematical and computational thinking in 3–5 builds on ● When two or more different substances are K–2 experiences and progresses to extending quantitative mixed, a new substance with different measurements to a variety of physical properties and properties may be formed. (5-PS1-4) using computation and mathematics to analyze data and ● No matter what reaction or change in compare alternative design solutions. properties occurs, the total weight of the ● Measure and graph quantities such as substances does not change. (Boundary: weight to address scientific and engineering Mass and weight are not distinguished at this questions and problems. (5-PS1-2) grade level.) (5-PS1-2)

NJSLS ELA/Literacy (Grade 5):

Board Approval Date: January 2019 170 Chesterfield Next Generation Science Standards Curriculum Guide

CPI # Cumulative Progress Indicator (CPI)

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS1-1) W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. (5-PS1-2), (5-PS1-3), (5-PS1-4)

NJSLS Mathematical Standards and Practices (Grade 5):

CPI # Cumulative Progress Indicator (CPI)

MP.2 Reason abstractly and quantitatively. (5-PS1-1), (5-PS1-2), (5-PS1-3) MP.4 Model with mathematics. (5-PS1-1), (5-PS1-2), (5-PS1-3) MP.5 Use appropriate tools strategically. (PS1-2), (PS1-3) 5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-PS1-1)

5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)

5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2) 5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1) 5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units. (5-PS1-1)

Board Approval Date: January 2019 171 Chesterfield Next Generation Science Standards Curriculum Guide

Benchmark Assessment

Carolina Summative Assessments

Essential Questions: Enduring Understandings:

EQ 1: What are the differences between solids, Students will understand that… liquids, and gases? EQ 2: How can the volume and mass of different EQ 1-2: types of matter be measured? ● A working definition of the term matter. EQ 3: How do particles move differently in solids, ● How to differentiate among solids, liquids, and gases. liquids, and gases? ● How to define volume and demonstrate when volume EQ 4: How does matter change from one state to changes. another? ● How to define mass and take simple measurements. EQ 5: How can matter be described by its physical ● How to recognize that an invisible gas has both volume and properties? mass. EQ 6: What happens when liquids and solids are EQ 3-4: mixed? ● Matter is made of tiny particles, and that the distance

Board Approval Date: January 2019 172 Chesterfield Next Generation Science Standards Curriculum Guide

EQ 7: How can liquids and solids be separated? between the particles and how much they move determines EQ 8: How do physical and chemical changes whether an object is a solid, a liquid, or a gas. differ? ● How to recognize that matter can change from solid to liquid EQ 9: How does a chemical change affect the total to gas. weight of materials mixed together? ● How to relate change of state to a change in temperature EQ 10: How can the information learned in this and particle movement, as well as distance between particles unit be used to design a model of a water (density). purification system? ● How to identify melting, evaporation, and condensation as phase changes. EQ 5: ● How to identify additional physical properties of matter, including buoyancy, hardness, magnetism, and viscosity. ● How to investigate ways to observe, measure, and describe physical properties of matter. EQ 6-7: ● How to compare the behaviors of solids and liquids when they are mixed. ● How to determine solubility by examining the behavior of a solid when it is mixed with water. ● How to explain the difference between a solution and a mixture. ● How to recognize different ways mixtures can be separated. ● How to experiment with different ways to separate solutions. ● How to participate in activities that demonstrate that the weight of a substance will not change when it changes state, regardless of events that occur when materials are mixed together. EQ 8-9: ● How to differentiate between physical and chemical changes. ● How to describe signs of a chemical change. ● How to observe that chemical reactions can happen when substances are mixed together. ● How to demonstrate that the total weight of materials mixed together will not change regardless of chemical or physical changes. EQ 10: ● How to identify methods to separate mixtures based on basic characteristics of components. ● How to devise a specific technique for separating a specific mixture. ● How to build, test, and evaluate a model of a water

Board Approval Date: January 2019 173 Chesterfield Next Generation Science Standards Curriculum Guide

purification system. ● How to self-assess comprehension of unit content.

Possible Phenomena Learning Objectives Formative Assessment (Phenomena used may or may not include the following.)

Lesson 1

How can little pebbles sink to the • Develop a working definition of the term 1. In the opening discussion, take note of students’ matter. prior bottom of a cup of water but giant knowledge, and then of how well they grasp the things like boats (and huge rubber • Differentiate among solids, liquids, and gases. concept of ducks) can float? matter. • Define volume and demonstrate when volume 2. In Part A, take note of how well students observe changes. specific • Define mass and take simple measurements. details to thoroughly differentiate the materials that • Recognize that an invisible gas has both make up volume and mass. objects. Time Requirements: 3. As students work on the interactive investigations in Parts B and C, check to see that they are working cooperatively and using tools properly. Confirm that they are following directions and recording their observations carefully and accurately. 4. Review Student Activity Sheets 1A and 1B to make sure they are complete and clear. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

Lesson 2

● I filled my water bottle with ice • Understand that matter is made of tiny 1. In the opening discussion in Part A, take note of particles, and that the distance between students’ and water and when I got to prior knowledge about the states of water and how the school, the outside was all wet. the particles and how much they move determines whether an object is a solid, a phase I didn’t wet the outside. Explain changes occur. Correct any misconceptions. liquid, or a gas. 2. As groups complete the investigations in Part B, why. • Recognize that matter can change from solid check to be sure they are following directions, and ● Use the website below to to liquid to gas. check their activity

Board Approval Date: January 2019 174 Chesterfield Next Generation Science Standards Curriculum Guide

discuss what is happening with • Relate change of state to a change in sheets for thorough and accurate completion. temperature and particle movement, as well 3. Check that students are continuing to record the bubble. questions they might investigate further. https://www.ngssphenomena.co as distance between particles (density). • Identify melting, evaporation, and 4. Use Science Notebook Opportunities to formatively m/#/bubble-freeze/ assess the class and adjust instruction as needed. condensation as phase changes. 5. Evaluate student understanding through class discussions. Lesson 3

No specific phenomenon • Identify additional physical properties of 1. During interactive demonstration discussions, take matter, including buoyancy, hardness, note of magnetism, and viscosity. students’ ability to paraphrase definitions of key terms. • Investigate ways to observe, measure, and Refer frequently to prior experience and previous lessons to describe physical properties of matter. provide students with repeat practice framing explanations. 2. Monitor student progress during activities to be sure students are following directions and completing the steps thoroughly and in the correct order. If necessary, guide students to examine their procedures and correct any missteps. 3. Check student activity sheets to confirm that students have recorded their observations thoroughly and accurately. 4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions. 6. Check that students are continuing to record questions they might investigate later.

Lesson 4

● What happens to salt when it is • Compare the behaviors of solids and liquids 1. In Part A, assess students’ prior knowledge of when they are mixed. mixtures by frequently asking them to provide similar placed in water? How do you examples from their own experiences. know? • Determine solubility by examining the behavior of a solid when it is mixed with 2. As students work in groups, monitor activity ● How can you separate a progress to water. ensure that all students are participating equitably. dissolved substance from the • Explain the difference between a solution and Check liquid in with which it is mixed? a mixture. completed copies of student activity sheets, especially • Recognize different ways mixtures can be for separated. predictions that indicate minds-on engagement with concepts

Board Approval Date: January 2019 175 Chesterfield Next Generation Science Standards Curriculum Guide

• Experiment with different ways to separate before hands-on experimentation commences. solutions. 3. When discussing observations and conclusions at • Participate in activities that demonstrate that the end of the activities, listen for students to use the weight of a substance will not change vocabulary accurately to convey key concepts. Students should have an when it changes state, regardless of events understanding that that occur when materials are mixed together. • matter can mix with other matter of the same or a different state. • the mixing of matter and the separation of mixtures does not change the types of matter nor the total amount of matter involved. • all solutions are mixtures, but all mixtures are not solutions. 4. Check that students are continuing to record questions they might investigate further. 5. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 6. Evaluate student understanding through class discussions.

Lesson 5

Show the video of fireworks and • Differentiate between physical and chemical 1. In the discussions about demonstrations and changes. activities, note whether students are correctly explain what is actually happening - identifying changes https://www.theguardian.com/global/vi • Describe signs of a chemical change. • Observe that chemical reactions can happen as physical or chemical. Provide guidance where deo/2017/jan/01/dazzling-fireworks-aro students’ when substances are mixed together. misconceptions require correction. Ask students und-world-celebrate-2017-new-year-vi • Demonstrate that the total weight of materials repeatedly to deo mixed together will not change regardless of identify signs of chemical changes as evidence. chemical or physical changes. 2. Check student activity sheets to confirm that students record thorough observations in support of their conclusions. 3. Check that students are continuing to record questions they might investigate further. 4. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 5. Evaluate student understanding through class discussions.

Lesson 6

Board Approval Date: January 2019 176 Chesterfield Next Generation Science Standards Curriculum Guide

How does the water change from the • Identify methods to separate mixtures based 1. In Part A, note how diligently and cooperatively on basic characteristics of components. students faucet to the output on a water filter? work to develop a design for their model. Note whether (pull up https://www.pur.com/ to give • Devise a specific technique for separating a specific mixture. they are completing all parts of Student Activity Sheet an example of a water filter) 6 at the • Build, test, and evaluate a model of a water appropriate time to both guide and record their purification system. progress. • Self-assess comprehension of unit content. 2. In Part B, note how students carry out the construction of their models and the implementation of the methods in their design/plan. 3. In Part C, self-evaluation should be candid, and presentations should be clear and thorough. Students should be readily able to answer questions posed about their original designs, the performance of the materials, the effectiveness of their models, and their resulting discoveries about the materials separated from the mixture. 4. Presentations should also refer to previous lesson content for evidence to support why students made given design choices. 5. The post-assessment use of the unit’s Student Activity Sheets should provide a review in which students define matter, identify the states of matter, describe the properties of matter, and explain ways that matter can be combined and changed. 6. Use Science Notebook Opportunities to formatively assess the class and adjust instruction as needed. 7. Evaluate student understanding through class discussions.

Core Materials: Carolina Building Blocks of Science - Structures Mentor Texts: and Properties of Matter Unit Lesson 1: Balloons Over Broadway by Melissa Sweet Lesson 2: No specific Mentor Text Resources/Websites: Lesson 3: The Magic School Bus Ups and Downs: A Book www.teachengineering.org About Floating and Sinking by Joanna Cole www.betterlesson.com Lesson 4: Mixtures and Solutions: The Sugar in the Tea www.google.com/earth by Emily Sohn and Joseph Brennan www.carolinascienceonline.com Lesson 5: No specific Mentor Text Lesson 6: Survivor Kid: A Practical Guide to Wilderness Survival by Denise Long

Board Approval Date: January 2019 177 Chesterfield Next Generation Science Standards Curriculum Guide

Modifications for Various Populations Possible modifications are, but are not limited to the following;

English Language ● Provide visuals to support verbal information Learners ● Allow alternate methods of response (verbal, drawing, typing, modeling) ● Use known vocabulary when possible ● Provide visual definition of vocabulary ● Extra time for assignments/assessments ● Provide partner to support learning ● Provide prompts for student discussions ● Small group instruction ● Provide copies of notes or structure for taking notes ● When appropriate, provide graphic organizers ● Utilize peer/buddy system in a cooperative learning effort

At Risk Learners ● Provide a structured learning environment ● Provide small group or individual instruction ● Reinforce the use of compensatory strategies ● Buddy in class to assist and clarify ● Actively help students build connections and associations in order to access background knowledge or previously taught information ● Directly teach learning strategies ● Repeat major points of information ● Provide visual cues (posters, number lines, gestures, use of technology)

Special Education ● Provide visuals to support verbal information ● Allow alternate methods of response (verbal, drawing, typing, modeling) ● Use known vocabulary when possible ● Provide visual definition of vocabulary ● Extra time for assignments/assessments ● Provide partner to support learning ● Read test to student ● Provide manipulatives for math problems ● Provide prompts for student discussions

Board Approval Date: January 2019 178 Chesterfield Next Generation Science Standards Curriculum Guide

● Small group instruction ● Modify length of assignments and assessments ● Chunk material taught and assignments ● Provide copies of notes or structure for taking notes ● When appropriate, provide graphic organizers ● Utilize peer/buddy system in a cooperative learning effort ● Focus on essential content

Gifted & Talented ● Provide opportunity for extension/application activities ● Opportunity for creativity in science explanations ● Extension activities in science journals ● Extension activities via Carolina Teacher’s Guide ● Peer-led investigations ● Peer/buddy system

504 ● Allow alternate methods of response (verbal, drawing, typing, modeling) ● Extra time for assignments/assessments ● Read test to student ● Provide manipulatives for math problems ● Provide prompts for student discussions ● Small group instruction ● Modify length of assignments and assessments ● Chunk material taught and assignments ● Provide copies of notes or structure for taking notes ● When appropriate, provide graphic organizers ● Utilize peer/buddy system in a cooperative learning effort ● See chart below for additional modifications.

Board Approval Date: January 2019 179 Chesterfield Next Generation Science Standards Curriculum Guide

DIFFERENTIATION ADAPTATIONS Areas for consideration when designing accommodations

Learning Environment Allow a Curriculum Teaching and Learning Styles Plan “time out” or private space for Adapt number of items that need to using UbD planning tool students to choose be completed Adapt the way instruction is delivered Use preferential seating Provide Use different forms of assessments to the learner- use multiple teaching opportunities for movement that demonstrate different learning styles to teach a new concept Vary activities both in and out of styles Use concrete examples and move desk/table Allow use of charts and calculators towards the abstract Allow different visual aids, concrete Provide an overview of lesson at examples, hands-on activities, and beginning Monitor the rate and cooperative groups to learn new manner in which the material is being concepts presented

Time Demands Cooperative Learning Behavior Concerns Allow extra time to complete Use flexible grouping Give clear expectations of goals for tests Use student choice in grouping the class period Give different versions of tests Assign peer helpers to check in on Be consistent in follow through with Follow a routine one another both positive and negative Set specific time limits for test consequences Use of cues Give immediate positive reinforcement and feedback Avoid power struggle Allow for a time out or “cool off” space in classroom for designated amount of time

Attention/Focus Concerns Give Organization Written Expression notification of transitions Use of Give copy of notes Allow use of manuscript, cursive, or cues to refocus Allow student to leave unnecessary typing for assignments Seat near teacher or in area of materials in a nearby area Leniency in spelling and neatness (to less distraction Color coded materials an agreed upon level) Introduce assignments in Use of binder system Provide a copy of notes sequential steps Use a checklist for work in smaller Avoid pressures for speed or Make sure books/materials are units accuracy on the correct pages

Board Approval Date: January 2019 180 Chesterfield Next Generation Science Standards Curriculum Guide

Visual Processing Language Processing Audio Processing Give highlighted/color coded Give both written and verbal Provide a copy of notes copy of notes directions Use of a checklist Avoid copying notes from the Slow the rate of presentation and Keep statements short and to the board paraphrase information point Check in with student to be sure Keep statements short and to the Use of eye contact that visuals are comprehended point Have student sit closer to instruction from the beginning of lesson Allow for extra wait time Use of student buddy to check in with Avoid cluttered worksheets Use student‟s name before asking a sitting nearby keeping them clear and question Use of visuals well-defined Use of visuals and hands-on Stop and check in for understanding materials Familiarize students with new vocabulary before lesson

Board Approval Date: January 2019 181