Science Framework Alignment k-2 2013-1

Science Framework Curriculum Alignment Tool (K-2) 2013
Dimension 1 SCIENTIFIC AND ENGINEERING PRACTICES is represented in Appendix F Dimension 2 CROSSCUTTING CONCEPTS THAT HAVE COMMON APPLICATION ACROSS FIELDS is represented in Appendix G Dimension 3 CORE IDEAS IN FOUR DISCIPLINARY AREAS is represented in Appendix E
Contents
Appendix E Progressions within the Next Generation Science Standards .................................................................................................................. 3 Earth Space Science Progression ....................................................................................................................................................................................... 3 Life Science Progression ...................................................................................................................................................................................................... 5 Physical Science Progression .............................................................................................................................................................................................. 7 Appendix F - Science and Engineering Practices.............................................................................................................................................................. 10 Science and Engineering Practices 1 ............................................................................................................................................................................... 10 Science and Engineering Practices 2 ............................................................................................................................................................................... 10 Science and Engineering Practices 3 ............................................................................................................................................................................... 11 Science and Engineering Practices 4 ............................................................................................................................................................................... 12 Science and Engineering Practices 5 ............................................................................................................................................................................... 14 Science and Engineering Practices 6 ............................................................................................................................................................................... 14 Science and Engineering Practices 7 ............................................................................................................................................................................... 16 Science and Engineering Practices 8 ............................................................................................................................................................................... 17 Appendix G Crosscutting Concepts ................................................................................................................................................................................... 17 Appendix H Nature of Science Matrix ............................................................................................................................................................................... 19 Understandings about the Nature of Science most closely associated with Practices ............................................................................................... 19 Understandings about the Nature of Science most closely associated with Crosscutting Concepts .......................................................................... 20
Curriculum Alignment Tool for the 2013 NGSS Core Framework

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Grade Cluster K-2
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How to use this document for completion of alignment assignment for NSC 200.
What is the goal of this assignment? To force you to examine the new Framework of objectives adopted by the State of Michig an so you have familiarity with the three following concepts: 1. the wording of the objectives (therefore their meaning as well), 2. the grade cluster organization (some of the objectives in the cluster become your grade level targets as you work with your future colleagues in your district to sort out who will be responsible for teaching which specific objectives in that cluster), 3. the opportunity to practice integrating your lessons with the framework (which, as a new teacher is very likely; these lessons will most likely be some combination of old ones of which you shift the focus and therefore assessment to accommodate the wording and meaning of the objectives, or new ones created with the specific meaning of the objectives in mind.) What is expected for this class? 1. In the column, Specific lesson that addresses this objective for mastery you will type in a lesson that accurately addresses the specific concept in the column titled, Concepts for grades 6-8. a. If, from a previous class, you have a ready to go lesson, you may insert the title of the lesson in the proper cell with a brief summary of the lesson added highlighting how the targeted concept is taught. b. If you do not have a previous lesson, please use one of the demonstrations used in this class; again, inserting the title in the appropriate cell along with a brief summary highlighting how the targeted concept is taught. (Some sources are the NSTA textbooks, Spangler, Flinn, etc.) 2. In the column titled, Introduce? Mastery? Both? We are asking you to declare the depth of learning you are expecting from your students after the lesson. a. Introduce in this case means that the assessment after the lesson will hold them accountable for knowledge and skills confined to primarily the recall or identify level. b. At the mastery level students should be able to correctly and completely: explain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, contrast, describe, analyze, categorize, identify, create, invent, plan, construct, or design. c. Both, of course, means that you will assure depth of learning after introducing a specific concept in the lesson. What you declare in this column is directly connected to the next column, assessment 3. In the column titled, Assessment item which demonstrates mastery of learning you are to briefly describe how you will assess students learning of the targeted concept coupled with your expectation of learning level (i.e. introduce or mastery). Please choose from among the following verbs when making your assessment description: recall, identify, explain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, contrast, describe, analyze, categorize, identify, create, invent, plan, construct, or design.
Framework Description
Ref #
Map
Concepts for grades 6-8
Specific lesson that addresses this objective for mastery
Introduce? Mastery? Both?
Assessment item which demonstrates mastery of learning

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Framework Description Appendix E Progressions within the Next Generation Science Standards Earth Space Science Progression ESS1.A The universe and its stars
Ref #
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K-2 1. Patterns of movement of the sun, moon and stars as seen from Earth can be observed, described and predicted
ESS1.B Earth and the solar system
2.
ESS1.C The history of planet Earth
3.
Some events on Earth occur in cycles while some are discrete events, any of which can occur over varying time scales The materials and resources found in association with landforms provide homes for plants and animals
ESS2.A Earth materials and systems
4.
ESS2.B Plate tectonics and large-scale system interactions
5.
Wind and water carry natural materials that influence landforms and what can live in a location

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Framework Description ESS2.C The roles of water in Earths surface processes
Ref # 6.
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Concepts for grades 6-8 Water is found in many places and forms on Earth;
Specific lesson that addresses this objective for mastery I believe the experiment demonstrating tap water vs. dense water (making and egg float) would be very appropriate to perform here. Our earth is covered by a large percentage of water, some being denser than others. This activity would show the affects of water and how once water source differentiates another. The experiment from the Meteorology book, Lets Make Frost would be a perfect demonstration within this framework. This demonstration focuses on weather in combination to dew and frost and asks students to compare and contrast the patterns of these two combinations.
Introduce? Assessment item which Mastery? demonstrates mastery of Both? learning Both An assessment that would be appropriate here is demonstrating the capabilities of water density vs. that which is not through the ability to predict and achieve what could float and what could not within these different water types.
ESS2.D Weather and climate
7.
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time; People record weather patterns over time
Both
Having students compare and contrast dew and frost and determine the characteristics that make them the same and different.
ESS2.E Biocenology
8.
Plants and animals depend on the resources in the place they live and can change their local environment
ESS3.A Natural resources
9.
Humans use natural resources for everything they do
The experiment from the Flinns Science Website, Cloud in Your Hand demonstrates what we can do with natural resources, being water vapor, smoke and air molecules. Natural resources demonstrate possibilities for human discoveries.
Introduce
An assessment that I could see beneficial in reviewing natural resources would be to have students create a cloud of their own with hypothesis and data charts to documents the findings and importances human interactions with resources.

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Framework Description ESS3.B Natural hazards
Ref # 10.
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Concepts for grades 6-8 In a region, some kinds of severe weather are more likely than others; Forecasts allow communities to prepare Things people do can affect the environment but they can make choices to reduce their impacts
ESS3.C Human impacts on Earth systems
11.
ESS3.D Global climate change
12.
N/A
Life Science Progression LS1.A Structure and function
K-2 13. All organisms have external parts that they use to perform daily functions.
LS1.B Growth and development of organisms
14.
LS1.C Organization for matter and energy flow in organisms
15.
Organisms have predictable characteristics at different stages of development; Parents and offspring often engage in behaviors that help the offspring survive. Animals obtain food they need from plants or other animals; Plants need water and light.

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Framework Description LS1.D Information processing
Ref # 16.
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Concepts for grades 6-8 Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive. Animals use their senses and body parts to get what they need; Organisms depend on their surroundings to obtain the materials they need to grow and survive; Different plants survive better in different settings due to their varied needs.
LS2.A Interdependent relationships in ecosystems
17.
LS2.B Cycles of matter and energy transfer in ecosystems
18.
LS2.C Ecosystem dynamics, functioning, and resilience
19.
The places where plants and animals live often change, and if they change too much, organisms may die.
LS2.D Social interactions and group behavior
20.
Being part of a group helps animals obtain food, defend themselves, and cope with changes.

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Framework Description LS3.A Inheritance of traits
Ref # 21.
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Concepts for grades 6-8 Young organisms are very much, but not exactly, like their parents and also resemble other organisms of the same kind.
LS3.B Variation of traits
22.
LS4.A Evidence of common ancestry and diversity
23.
Some living organisms resemble organisms that once lived on Earth.
LS4.B Natural selection
24.
NA
LS4.C Adaptation
25.
NA
LS4.D Biodiversity and humans
26.
A range of different organisms live in different places.
Physical Science Progression

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Framework Description PS1.A Structure of matter (includes PS1.C Nuclear processes)
Ref # 27.
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Concepts for grades 6-8 Matter exists as different substances as exhibited by their observable properties. Different properties are suited to different purposes. Heating and cooling substances cause changes that are sometimes reversible and sometimes not.
PS1.B Chemical reactions
28.
PS2.A Forces and motion
29.
Pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it.
PS2.B Types of interactions
30.
PS2.C Stability & instability in physical systems
31.
A change in motion of an object can depend on the effects of multiple forces.
PS3.A Definitions of energy
32.
NA

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Framework Description PS3.B Conservation of energy and energy transfer
Ref # 33.
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Concepts for grades 6-8 Sunlight warms Earths surface.
PS3.C Relationship between energy and forces
34.
Bigger forces cause bigger changes in an objects motion or shape.
PS3.D Energy in chemical processes and everyday life
35.
Friction warms surfaces.
PS4.A Wave properties
36.
PS4.B Electromagnetic radiation
37.
Waves are regular patterns of motion which can be made in water by disturbing the surface. Sound can make matter vibrate, and vibrating matter can make sound. Light travels from place to place; interactions of light with macroscopic objects.
PS4.C Information technologies and instrumentation
38.
People use devices and senses to send and receive information.

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Framework Description Appendix F Science and Engineering Practices Science and Engineering Practices 1 Asking Questions and Defining Problems A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas. Science and Engineering Practices 2
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K2 Condensed Practices 39. Asking questions and defining problems in grades K2 builds on prior experiences and progresses to simple descriptive questions that can be tested. * Ask questions based on observations of the natural and/or designed world. * Define a simple problem that can be solved through the development of a new or improved object or tool.
K2 Condensed Practices

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Framework Description Developing and Using Models A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs. Science and Engineering Practices 3
Ref # 40.
Map
Concepts for grades 6-8 Modeling in K2 builds on prior experiences and progresses to include identifying, using, and developing models that represent concrete events or design solutions. * Distinguish between a model and the actual object, process, and/or events the model represents. * Compare models to identify common features and differences. * Develop and/or use models (i.e., diagrams, drawings, physical replicas, dioramas, dramatizations, or storyboards) that represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed worlds. * Develop a simple model that represents a proposed object or tool.

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Framework Description Planning and Carrying Out Investigations Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions.
Ref # 41.
Map
Concepts for grades 6-8 Planning and carrying out investigations to answer questions or test solutions to problems in K2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. * With guidance, design and conduct investigations in collaboration with peers. * Design and conduct investigations collaboratively. * Evaluate different ways of observing and/or measuring an attribute of interest. * Make direct or indirect observations and/or measurements to collect data, which can be used to make comparisons. * Identify questions and make predictions based on prior experiences. * Make direct or indirect observations and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. K2 Condensed Practices
Science and Engineering Practices 4

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Ref #
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Analyzing and 42. Analyzing data in K2 builds Interpreting Data on prior experiences and Scientific progresses to collecting, investigations recording, and sharing produce data that observations. must be analyzed in * Use and share pictures, order to derive drawings, and/or writings of meaning. Because observations. data patterns and * Use observations to trends are not always describe patterns and/or obvious, scientists relationships in the natural use a range of tools and designed worlds in order including tabulation, to answer scientific questions graphical and solve problems. interpretation, * Make measurements of visualization, and length to quantify data. statistical analysis * Analyze data from tests of to identify the an object or tool to determine significant features if a proposed object or tool and patterns in the functions as intended. data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how Curriculum Alignment Tool for the 2013 NGSS Core Framework well each meets rev. 7/17/2013 specific design criteriathat is, which design best solves the problem
Grade Cluster K-2
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Framework Description Science and Engineering Practices 5 Using Mathematics and Computational Thinking In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions. Science and Engineering Practices 6
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Concepts for grades 6-8 K2 Condensed Practices
43.
Mathematical and computational thinking at the K2 level builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world * Decide when to use qualitative vs. quantitative data. * Use counting and numbers to identify and describe patterns in the natural and designed worlds. * Describe, measure, and compare quantitative attributes of different objects and display the data using simple graphs. * Use quantitative data to compare two alternative solutions to a problem.

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Ref #
Map
Constructing 44. Constructing explanations Explanations and and designing solutions in K Designing Solutions 2 builds on prior experiences The end-products of and progresses to the use of science are evidence or ideas in explanations and the constructing explanations end-products of and designing solutions. engineering are * Use information from solutions. direct or indirect The goal of science is observations to construct the construction of explanations. theories that provide * Use tools and materials explanatory accounts provided to design a device of the world. A theory or solution to a specific becomes accepted problem. when it has multiple * Distinguish between lines of empirical opinions and evidence in evidence and greater ones own explanations. explanatory power of * Generate and compare phenomena than multiple solutions to a previous theories. problem. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice Curriculum Alignment depends on how well Tool for the 2013 NGSS Core Framework rev. 7/17/2013 the proposed solutions meet criteria and constraints.
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Framework Description Science and Engineering Practices 7 Engaging in Argument from Evidence Argumentation is the process by which explanations and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to identify strengths and weaknesses of claims.
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Ref #
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45.
Engaging in argument from evidence in K2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world. * Identify arguments that are supported by evidence. * Listen actively to others explanations and arguments and ask questions for clarification. * Make a claim about the effectiveness of an object, tool, or solution that is based on relevant evidence.
Grade Cluster K-2
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Framework Description Science and Engineering Practices 8 Obtaining, Evaluating, and Communicating Information Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to acquire information that is used to evaluate the merit and validity of claims, methods, and designs. Appendix G Crosscutting Concepts
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46.
Obtaining, evaluating, and communicating information in K2 builds on prior experiences and uses observations and texts to communicate new information. * Read and comprehend grade-appropriate texts and media to acquire scientific and/or technical information. * Critique and/or communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers. * Record observations, thoughts, and ideas. * Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. * Obtain information by using various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons). K-2 Crosscutting Statements

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Framework Description 1. Patterns Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them. 2. Cause and Effect: Mechanism and Prediction Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. 3. Scale, Proportion, and Quantity In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Ref # 47.
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Concepts for grades 6-8 * Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
48.
* Events have causes that generate observable patterns. * Simple tests can be designed to gather evidence to support or refute student ideas about causes.
49.
* Relative scales allow objects to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower). * Standard units are used to measure length.

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Framework Description 4. Systems and System Models A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. 5. Energy and Matter: Flows, Cycles, and Conservation Tracking energy and matter flows, into, out of, and within systems helps one understand their systems behavior. 6. Structure and Function The way an object is shaped or structured determines many of its properties and functions. 7. Stability and Change For both designed and natural systems Appendix H Nature of Science Matrix Understandings about the Nature of Science most closely associated with Practices Categories
Ref # 50.
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Concepts for grades 6-8 * Objects and organisms can be described in terms of their parts. * Systems in the natural and designed world have parts that work together.
51.
* Objects may break into smaller pieces, be put together into larger pieces, or change shapes.
52.
* The shape and stability of structures of natural and designed objects are related to their function(s).
53.
* Some things stay the same while other things change. * Things may change slowly or rapidly.
K-2

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Framework Description Scientific Investigations Use a Variety of Methods Scientific Knowledge is Based on Empirical Evidence Scientific Knowledge is Open to Revision in Light of New Evidence Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
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Concepts for grades 6-8 * Science investigations begin with a question. * Science uses different ways to study the world. * Scientists look for patterns and order when making observations about the world. * Science knowledge can change when new information is found. * Science uses drawings, sketches, and models as a way to communicate ideas. * Science searches for cause and effect relationships to explain natural events.
55.
56.
57.
Understandings about the Nature of Science most closely associated with Crosscutting Concepts Categories Science is a Way of Knowing Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science is a Human Endeavor
58. 59.
K-2 * Science knowledge helps us know about the world. * Science assumes natural events happen today as they happened in the past. * Many events are repeated. * People have practiced science for a long time. * Men and women are scientists and engineers.
60.

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Framework Description Science Addresses Questions About the Natural and Material World.
Ref # 61.
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Concepts for grades 6-8 * Scientists study the natural and material world.

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Science Framework Alignment k-2 2013-1

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Science Framework Curriculum Alignment Tool (K-2) 2013

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades 6-8

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Concepts for grades 6-8

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

ESS1.B Earth and the solar system

ESS1.C The history of planet Earth

ESS2.A Earth materials and systems

ESS2.B Plate tectonics and large-scale system interactions

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Framework Description ESS2.C The roles of water in Earths surface processes

ESS2.D Weather and climate

ESS3.A Natural resources

Humans use natural resources for everything they do

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Framework Description ESS3.B Natural hazards

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

ESS3.C Human impacts on Earth systems

ESS3.D Global climate change

Life Science Progression LS1.A Structure and function

LS1.B Growth and development of organisms

LS1.C Organization for matter and energy flow in organisms

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Framework Description LS1.D Information processing

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

LS2.A Interdependent relationships in ecosystems

LS2.B Cycles of matter and energy transfer in ecosystems

LS2.C Ecosystem dynamics, functioning, and resilience

LS2.D Social interactions and group behavior

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Framework Description LS3.A Inheritance of traits

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning

LS3.B Variation of traits

LS4.A Evidence of common ancestry and diversity

Some living organisms resemble organisms that once lived on Earth.

LS4.B Natural selection

LS4.D Biodiversity and humans

A range of different organisms live in different places.

Physical Science Progression

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster K-2

Framework Description PS1.A Structure of matter (includes PS1.C Nuclear processes)

Specific lesson that addresses this objective for mastery

Introduce? Mastery? Both?

Assessment item which demonstrates mastery of learning