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) ● Pushing or pulling on an object can prior experiences and progresses to simple investigations, 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) 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. ● 8.2.2.A.3 Identify a system and the components that work together to accomplish its purpose. ● 8.2.2.A.4 Choose a product to make and plan the tools and materials needed. ● 8.2.2.B.1 Identify how technology impacts or improves life. ● 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.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.D.1 Collaborate and apply a design process to solve a simple problem from everyday experiences. ● 8.2.2.D.2 Discover how a product works by taking it apart, sketching how parts fit, and putting it back together. 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