Post on 17-Feb-2018
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 1/174
First 60-Day Public Review DraftNovember 2015
Grades Three Through Five
Chapter Five
Chapter at a la!ce
Introduction to Grades Three Through Five
Grade Three
"!structio!al #e$me!t 1% Forces a!& "!teractio!s
"!structio!al #e$me!t 2% 'ife Cycles a!& "!herita!ce of (raits
"!structio!al #e$me!t )% *cosystems a!& "!ter&epe!&e!ce
"!structio!al #e$me!t +% ,eather Climate a!& "mpacts
Grade Four
"!structio!al #e$me!t% *.plori!$ *!er$y
"!structio!al #e$me!t% ,aves
"!structio!al #e$me!t% (he *arth is Co!sta!tly Cha!$i!$
"!structio!al #e$me!t% #tructure a!& Fu!ctio! of Pla!ts a!& /!imals
Grade Five
"!structio!al #e$me!t% atter a!& its "!teractio!s
"!structio!al #e$me!t% From atter to r$a!isms"!structio!al #e$me!t% *arth #ystems a!& Processes
"!structio!al #e$me!t% Patter!s i! *arth a!& #pace
Science Literacy and English Learners
Works Cited
Introduction to Grades Three Through Five
/ccor&i!$ to the N## storyli!e
Students in kindergarten through fifth grade begin to develop an
understanding of the four disciplinary core ideas: physical sciences; life
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1 of 13+
1
1
234
5
6
7
8
9
2
3
4
5
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 2/174
First 60-Day Public Review DraftNovember 2015
sciences; earth and space sciences; and engineering, technology, and
applications of science. In the earlier grades, students begin by
recognizing patterns and formulating answers to questions about the
world around them. y the end of fifth grade, students are able to
demonstrate grade!appropriate proficiency in gathering, describing, and
using information about the natural and designed world"s#. $he
performance e%pectations in elementary school grade bands develop
ideas and skills that will allow students to e%plain more comple%
phenomena in the four disciplines as they progress to middle school and
high school. &hile the performance e%pectations shown in kindergarten
through fifth grade couple particular practices with specific disciplinary
core ideas, instructional decisions should include use of many practices
that lead to the performance e%pectations. 4N## 'ea& #tates 201)a
(his chapter provi&es e.ample outli!es of $ra&e level i!structio!al se$me!ts
from $ra&es three throu$h five i! which a few of the Performa!ce *.pectatio!s 4P*s
have bee! bu!&le& i! each i!structio!al se$me!t a!& the i!structio!al se$me!ts have
bee! cohere!tly or$a!ie& as a se7ue!ce that buil&s across each $ra&e level8 (he
se7ue!ce of i!structio!al se$me!ts aims at provi&i!$ stu&e!ts with lear!i!$
e.perie!ces that $ive them the opportu!ity to observe phe!ome!a a!& i&e!tifyproblems i! the worl& arou!& them mae se!se of patter!s i! those observatio!s a!&
&evelop a!& use all scie!ce a!& e!$i!eeri!$ practices to provi&e a! e.pla!atio! for
those phe!ome!a or &esi$! e!$i!eeri!$ solutio!s8
"!structio! !ee&s to &raw stu&e!ts i!to the wo!&er of scie!ce a!& e!$a$e their
curiosity about the worl&8 'i!i!$ scie!ce i!structio! a!& lear!i!$ to every&ay life
eve!ts is critical8 4#ee ui&i!$ Pri!ciple 93 i! the i!tro&uctio! chapter8 (here are ma!y
strate$ies to motivate stu&e!ts to e!:oy scie!ce a!& co!!ect scie!ce co!te!t to
stu&e!ts; lives for e.ample provi&i!$ releva!t a!& up-to-&ate resources a!& refere!ces
i!corporati!$ tech!olo$y a!& e7uipme!t to bri!$ scie!ce to life a!& pi7ui!$ the i!terest
of stu&e!ts throu$h captivati!$ e.perie!ces a!& e.perime!ts8 (he &esi$! of the
sta!&ar&s their practices crosscutti!$ co!cepts a!& &iscipli!ary core i&eas as outli!e&
i! this chapter promote e!$a$i!$ a!& motivati!$ stu&e!ts to e.cel i! scie!ce8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 2 of 13+
6
7
8
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
9
10
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 3/174
First 60-Day Public Review DraftNovember 2015
(he propose& se7ue!ce is o!ly o!e way to bu!&le the P*s i! each $ra&e< other
or$a!iatio!s of i!structio!al se$me!ts that i&e!tify alter!ative overarchi!$ themes
mi$ht be e7ually vali&8 (herefore these e.amples shoul& !ot be i!terprete& as the o!ly
re7uire& way to a&&ress scie!ce i!structio! i! $ra&es three throu$h five8 (eachers
shoul& co!si&er their local co!te.t as they reflect upo! these e.amples a!& mae
&ecisio!s re$ar&i!$ the &evelopme!t of their ow! i!structio!al se7ue!ce a&apte& to
best meet their stu&e!ts; !ee&s8
#tu&e!ts will !ee& multiple lesso!s a!& activities to &evelop cohere!t co!ceptual
u!&ersta!&i!$8 (his chapter provi&es &escriptio!s of $ra&e-level i!structio!al se$me!ts
from $ra&es three throu$h five 4)=5 i! which performa!ce e.pectatio!s 4P*s have
bee! bu!&le& to allow sufficie!t brea&th of lear!i!$ to a&&ress the ey co!te!t i&eas
stu&e!ts !ee& to &evelop i! &epth while also e!$a$i!$ stu&e!ts i! multiple scie!tific
a!& e!$i!eeri!$ practices a!& the use of crosscutti!$ co!cepts8
"! $e!eral the P*s i! each i!structio!al se$me!t bu!&le allow stu&e!ts to
e!$a$e i! &iscipli!ary core i&eas throu$h the use of the scie!tific a!& e!$i!eeri!$
practices8 (hrou$h i!structio! a!& lear!i!$ i! a se7ue!ce of four i!structio!al se$me!ts
that buil& o! o!e a!other stu&e!ts &evelop u!&erlyi!$ !owle&$e of the scie!ce
co!te!t a!& practices8 #tu&e!ts e!$a$e i! multiple practices i! each of these
i!structio!al se$me!ts !ot o!ly those e.plicitly i!&icate& i! the P*s8 (hey also focus o!o!e or two crosscutti!$ co!cepts as tools to mae se!se of their observatio!s a!&
i!vesti$atio!s8 ,ithi! each i!structio!al se$me!t stu&e!ts a!swer the 7uestio!s
&evelope& base& o! the phe!ome!a bei!$ i!vesti$ate&8 (he Clarificatio! #tateme!ts
a!& /ssessme!t >ou!&aries associate& with the P*s i! each bu!&le are use& where
appropriate to su$$est stu&e!ts; i!vesti$atio!s co!siste!t with the lear!i!$ ob:ectives
for the i!structio!al se$me!t a!& ali$!e& with the visio! of three-&ime!sio!al lear!i!$8
"! schools with e.pa!&e& lear!i!$ pro$rams stu&e!ts ca! be provi&e& a&&itio!al
opportu!ities to co!&uct i!vesti$atio!s mae observatio!s a!& create mo&els relate&
to what they lear! i! their classroom8 >y collaborati!$ teachers a!& e.pa!&e& lear!i!$
pro$ram;s e&ucatio!al support perso!!el ca! e!sure that stu&e!ts; lear!i!$
e.perie!ces buil& o! rather tha! &uplicate classroom lear!i!$ e.perie!ces8 (his
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e ) of 13+
11
12
13
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
14
15
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 4/174
First 60-Day Public Review DraftNovember 2015
collaboratio! may i!clu&e pla!!i!$ lesso!s to$ether a!& share& professio!al lear!i!$
e.perie!ces8
(ables o! the or$a!iatio! of the C/ N## &iscipli!ary core i&eas i! each
i!structio!al se$me!t for $ra&es three throu$h five are i!clu&e& i! /ppe!&i. C%
Pro$ressio! of the #cie!ce a!& *!$i!eeri!$ Practices Discipli!ary Core "&eas a!&
Crosscutti!$ Co!cepts i! ?i!&er$arte! (hrou$h ra&e (welve8 (he tables i!clu&e a
summary of the topic that the stu&e!ts will be i!vesti$ati!$ i! the i!structio!al se$me!t
as well as the ey crosscutti!$ co!cepts
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e + of 13+
16
17
18
71
72
73
74
75
76
77
78
79
19
20
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 5/174
First 60-Day Public Review DraftNovember 2015
Grade Three
#tu&e!ts i! $ra&e three &emo!strate $ra&e-appropriate proficie!cy i! asking
questions and defining probles< developing and using odels planning andcarrying out investigations analy!ing and interpreting data constructing
e"planations and designing solutions engaging in arguent fro evidence a!&
obtaining# evaluating# and counicating inforation8 (hey are e.pecte& to use
these practices to &emo!strate &eep u!&ersta!&i!$ of the core i&eas8 #tu&e!ts shoul&
also be e.pecte& to use a!& apply $ra&e-level appropriate mathematics a!&
computatio!al thi!i!$ for e.ample as they &isplay &ata with $raphs or recor& a!&
a!alye patter!s i! measureme!t8
(able 1 summaries the P*s i!clu&e& i! each i!structio!al se$me!t a!& the
crosscutti!$ co!cepts that stu&e!ts may use as a tool to mae se!se of the &iscipli!ary
core i&eas8 (hese i!structio!al se$me!ts are &esi$!e& to be tau$ht i! this su$$este&
se7ue!ce over the spa! of a school year !ot tau$ht i!&ivi&ually8 ,here appropriate
P*s that i!te$rate scie!ce i&eas with e!$i!eeri!$ &esi$! are accompa!ie& by o!e of
the three P*s i! $ra&es )-5 e!$i!eeri!$ &esi$!8 (he P*s mare& with a! asteris
i!te$rate tra&itio!al scie!ce co!te!t with e!$i!eeri!$ throu$h a practice or &iscipli!ary
core i&ea8
Table $% Instructional Segents in Grade Three
G&'(E T)&EE
I n s
t r u c t i o n a l
S e g e n t $ % *erforance E"pectations 'ddressed
+,*S-,$# +,*S-,-# +,*S-,+# +,*S-,./# +,0,ETS$,$
)ighlighted SE* )ighlighted (CI )ighlighted CCC• /si!$ @uestio!s a!&
Defi!i!$ Problems
• Pla!!i!$ a!& Carryi!$ out
"!vesti$atio!s
P#28/% forces a!& motio!P#28>% types of i!teractio!s
• Patter!s
• Cause A *ffect
1rief Suary
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 5 of 13+
21
22
23
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
24
25
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 6/174
First 60-Day Public Review DraftNovember 2015
F o r c e s a n d I n t e r a c t i o n s
b:ects 4movi!$ or statio!ary have ma!y co!tact a!& !o!-co!tact forces acti!$ o! them at a!y$ive! time8 (he sum of these forces e.plai!s a! ob:ects behavior8 "f forces are bala!ce& a! ob:ecti! motio! will stay i! motio! a!& a! ob:ect at rest will stay at rest8 "! co!trast it re7uires a!imbala!ce of forces to mae a! ob:ect start or stop movi!$ or to cha!$e its spee& or &irectio!8
I n s t r u
c t i o n a l S e g e n t - %
L i f e C y c l e s a
n d I n h e r i t a n c e o f T r a i t s
*erforance E"pectations 'ddressed
+,LS$,$# +,LS+,$# +,LS.,-
)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els
• /!alyi!$ a!& "!terpreti!$
Data
'#18>% rowth a!&Developme!t of r$a!isms'#)8/% "!herita!ce of (raits'#+8>% Natural #electio!
• Patter!s
• Cause A *ffect
1rief SuaryPla!ts a!& a!imals have u!i7ue a!& &iverse life styles8 (heir structure fu!ctio! a!& behaviorcha!$e i! pre&ictable patter!s thou$ht their life cycle8 Pla!ts a!& a!imals i!herit traits from theirpare!ts a!& ca! be i!flue!ce& by the e!viro!me!t8 Repro&uctio! is esse!tial for the co!ti!ue&e.iste!ce of every or$a!ism8
I n s
t r u c t i o n a l S e g e n t + % *erforance E"pectations 'ddressed
+,LS-,$# +,LS+,-# +,LS.,$# +,LS.,+# +,LS.,./# +,0,ETS$,+
)ighlighted SE* )ighlighted (CI )ighlighted CCC• /!alyi!$ a!& "!terpreti!$
Data
• *!$a$i!$ i! /r$ume!t from
*vi&e!ce8
'#28D% #ocial "!teractio!s a!&roup >ehavior '#)8>% ariatio! of (raits'#+8/% *vi&e!ce of Commo!
/!cestry a!& Diversity'#+8C% /&aptatio!
'#+8D% >io&iversity a!&uma!s
• Cause A *ffect
• #cale Proportio! A @ua!tity
• #ystems A #ystem o&els
1rief Suary
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 6 of 13+
26
27
28
29
30
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 7/174
First 60-Day Public Review DraftNovember 2015
E c o s y s t e s a n d
*!viro!me!tal factors i!flue!ce the $rowth repro&uctio! a!& survival of or$a!isms8 For a!ye!viro!me!t some i!&s of or$a!isms survive well some !ot as well a!& some ca!!ot survive8#ocial i!teractio!s a!& $roup behavior i!flue!ce a!imal;s success i! the e!viro!me!t8 Fossilsprovi&e evi&e!ce for pla!ts a!imals a!& the !ature of e!viro!me!ts from the past8
I n s t r u c t i o n a l S e g e n t . % W e a
t h e r # C l i a t e a n d I p a c t s *erforance E"pectations addressed
+,ESS-,$# +,ESS-,-# +,ESS+,$# +,0,ETS$,$# +,0,ETS$,-
)ighlighted SE* )ighlighted (CI )ighlighted CCC• /!alyi!$ a!& "!terpreti!$
Data
• btai!i!$ a!& *valuati!$ a!&
Commu!icati!$ "!formatio!8
*##28D% weather a!& climate*##)8>% !atural haar&s
• Patter!s
• Cause A *ffect
1rief SuaryClimate &escribes a ra!$e of a! area;s typical weather co!&itio!s a!& the variatio!s of theseco!&itio!s over time8 #cie!tists mae weather pre&ictio!s base& o! past weather patter!s8 uma!s
ca!!ot elimi!ate !atural haar&s from !atural processes but ca! tae steps to re&uce their impacts
ra&e (hree = "!structio!al #e$me!t 1% Forces a!& "!teractio!s
(hir& $ra&e stu&e!ts ask questions mae observatio!s a!& pre&ictio!s a!&
plan and carry out investigations as they e.plore forces i!teractio!s a!& motio!8
#tu&e!ts e!$a$e i! scie!tific e.perie!ces with e.plicit li!s to tar$ete& core i&eas
scie!ce a!& e!$i!eeri!$ practices a!& crosscutti!$ co!cepts to help them a!swer
7uestio!s such as% &hat makes a block glide as I push it on a table' &hat makes it
stop' (ow can we predict motion on a pendulum and why does it stop' &hat makes atoy car slide down a ramp and then stop' (ow are metallic ob)ects attracted to
magnets' (ow can magnets be used to solve a simple design problem' (hese
7uestio!s !ecessitate stu&e!t e.perie!ces with &iffere!t ob:ects as they lay static a!&
move across a surface as well as looi!$ at i!visible forces% $ravity a!& ma$!etism8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 3 of 13+
31
32
33
103
104
105
106
107
108
109
110
111
112
113
114
115
116
34
35
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 8/174
First 60-Day Public Review DraftNovember 2015
Grade Three,Instructional Segent $% Forces and Interactions
(ow do forces affect an ob)ect at rest'
(ow do different contact and non!contact forces affect motion'
(ow can we predict changes in motion and stability'
(ow do equal and unequal forces affect an ob)ect'
(ow can magnets be used to solve a simple design problem'*
Crosscutting concepts% +atterns, ause - ffects
Science and Engineering *ractices% /si!$ @uestio!s a!& Defi!i!$ Problems<
Pla!!i!$ a!& Carryi!$ out "!vesti$atio!s8
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
+,*S-,$ *lan and conduct an investigation to provide evidence of the effects of
balanced and unbalanced forces on the otion of an ob2ect3
EClarificatio! #tateme!t% *.amples coul& i!clu&e a! u!bala!ce& force o!
o!e si&e of a ball ca! mae it start movi!$< a!& bala!ce& forces pushi!$ o!
a bo. from both si&es will !ot pro&uce a!y motio! at all8 E /ssessment
oundary: /ssessment is limited to one variable at a time: number, size, or
direction of forces. /ssessment does not include quantitative force size, only
qualitative and relative. /ssessment is limited to gravity being addressed as
a force that pulls ob)ects down.
+,*S-,- 4ake observations and5or easureents of an ob2ect6s otion toprovide evidence that a pattern can be used to predict future otion3
EClarificatio! #tateme!t% *.amples of motio! with a pre&ictable patter! coul&
i!clu&e a chil& swi!$i!$ i! a swi!$ a ball rolli!$ bac a!& forth i! a bowl
a!& two chil&re! o! a see-saw8 E /ssessment oundary: /ssessment does
not include technical terms such as period and frequency.
+,*S-,+ 'sk questions to deterine cause and effect relationships of electric or
agnetic interactions bet7een t7o ob2ects not in contact 7ith each
other3 EClarificatio! #tateme!t% *.amples of a! electric force coul& i!clu&e
the force o! hair from a! electrically char$e& balloo! a!& the electrical
forces betwee! a char$e& ro& a!& pieces of paper< e.amples of a ma$!etic
force coul& i!clu&e the force betwee! two perma!e!t ma$!ets the force
betwee! a! electroma$!et a!& steel paperclips a!& the force e.erte& by
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G of 13+
36
37
38
39
40
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 9/174
First 60-Day Public Review DraftNovember 2015
o!e ma$!et versus the force e.erte& by two ma$!ets8 *.amples of cause
a!& effect relatio!ships coul& i!clu&e how the &ista!ce betwee! ob:ects
affects stre!$th of the force a!& how the orie!tatio! of ma$!ets affects the
&irectio! of the ma$!etic force8 E /ssessment oundary: /ssessment islimited to forces produced by ob)ects that can be manipulated by students,
and electrical interactions are limited to static electricity.
+,*S-,. (efine a siple design proble that can be solved by applying ideas
about agnets3/ EClarificatio! #tateme!t% *.amples of problems coul&
i!clu&e co!structi!$ a latch to eep a &oor shut a!& creati!$ a &evice to
eep two movi!$ ob:ects from touchi!$ each other8
+,0,ETS$,$ (efine a siple design proble reflecting a need or a 7ant
that includes specified criteria for success and constraints on
aterials# tie# or cost3 E(his performa!ce e.pectatio! &oes !ot have a
clarificatio! stateme!t or a! assessme!t bou!&ary8
+,0,ETS$,-3 Generate and copare ultiple possible solutions to a
proble based on ho7 7ell each is likely to eet the criteria and
constraints of the proble3 E(his performa!ce e.pectatio! &oes !ot have
a clarificatio! stateme!t or a! assessme!t bou!&ary8
H(he performa!ce e.pectatio!s mare& with a! asteris i!te$rate tra&itio!al scie!ce
co!te!t with e!$i!eeri!$ throu$h a practice or &iscipli!ary core i&ea8
1ackground for Teachers
(he $e!eral &escriptive title of this
i!structio!al se$me!t coul& be IFi!& the i&&e!
Forces8J (his i!structio!al se$me!t &evelops four
critical i&eas about forces all of which re7uire
stu&e!ts to &evelop !ew ways of visualii!$
odeling a!& thi!i!$ about forces8 (he four
critical i&eas about forces are% 41 every ob:ect has
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K of 13+
ath Co!!ectio!Duri!$ the i!vesti$atio! o!forces stu&e!ts may !ee& tomeasure a!& wei$h &iffere!tob:ects8 #ome stu&e!ts will !ee&
e.perie!ce usi!$ themeasureme!t tools8 Fore.ample stu&e!ts !ee& to !owthat the scale shoul& bebala!ce& or eroe& out beforebe$i!!i!$ the measureme!t< touse a ruler the e!& of the ob:ectbei!$ measure& must li!e up atthe ero mar o! the ruler etc8
41
42
43
117
118
119
120
121
122
123
124
125
126
44
45
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 10/174
First 60-Day Public Review DraftNovember 2015
ma!y forces acti!$ o! it at every mome!t< 42 forces Ia&& upJ so that the overall result
&epe!&s !ot :ust o! o!e of them but o! the combi!atio! of them< 4) a force is re7uire&
to mae a! ob:ect start or stop movi!$ or to cha!$e its spee& or &irectio! of motio! but
that !o force is !ee&e& to eep it movi!$ at the same spee&< a!& 4+ certai! properties
of ob:ects allow them to e.perie!ce forces from other ob:ects eve! whe! !ot touchi!$
them8 "t is esse!tial as a teacher to e!sure that stu&e!ts will e!$a$e i! multiple
e.perie!ces i! or&er to reco$!ie all forces acti!$ o! a! ob:ect8 (his is a! i&eal place to
&iscuss a!& offer stu&e!t e.perie!ces e.plori!$ a!& &escribi!$ cause and effect
relatio!ships a!& patterns8
(he first i&ea is that every ob:ect has ma!y forces acti!$ o! it at every mome!t
whether or !ot it is movi!$8 elpi!$ stu&e!ts reco$!ie a!& represe!t all of the multiple
forces acti!$ at the same time re7uires odeling of multiple situatio!s for both movi!$
a!& static ob:ects8 (his re7uires stu&e!ts to mae the forces visible such as frictio! or
air-resista!ce that have !o visible actio!8 (his will $o a$ai!st stu&e!ts; preco!ceptio!s
that somethi!$ or someo!e must actively create a force or be a barrier8
/!y statio!ary ob:ect either o! a surface 4e8$8 a woo& bloc o! a table or
movi!$ across a surface $e!erally e.perie!ces two types of forces 4see fi$ure 18 !e
force is perpe!&icular to the surface 4!ormal force8 (his is the force that hol&s a! ob:ect
above the surface or i! some cases allows it to si! i! somewhat as i! the case ofsomethi!$ sitti!$ o! foam8 (he other force is the $ravitatio!al force poi!ti!$ towar&s the
ce!ter of the *arth or more simply I&ow!J8 "f the ob:ect is movi!$ across a surface a!&
stops movi!$ at some poi!t a!other force is prese!t parallel to 4alo!$ the surface that
opposes a!y motio! across it8 (his is calle& a frictio! force8 "t is particularly har& for
stu&e!ts to visualie a frictio! force i! a static situatio! 4such as a! ob:ect sitti!$ o! a
slope so these i&eas must be co!!ecte& to their e.perie!ces8 For i!sta!ce you mi$ht
&iscuss with stu&e!ts how $oi!$ &ow! a co!crete sli&e with :ust your clothes o! causes
you to stic to the sli&e8 >ut if you sit o! a piece of car&boar& you are able to move
&ow! the sli&e 7uite easily8 /!other e.ample is whe! sa!&paper pushes a$ai!st woo&
to mae the woo& smooth8 avi!$ stu&e!ts a!alye forces that they ca! feel or are
aware 4the chair hol&i!$ you up the surface stoppi!$ you o! the sli&e is a! importa!t
way to help them !otice the various types of forces that repeate&ly occur i! every&ay
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 10 of 13+
46
47
48
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
49
50
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 11/174
First 60-Day Public Review DraftNovember 2015
situatio!s8 !ce stu&e!ts lear! to reco$!ie the e.iste!ce of these forces they will
!ee& to &evelop ways of represe!ti!$ forces8 (hese represe!tatio!s shoul& reco$!ie
that each force o! a! ob:ect has both a &irectio! a!& stre!$th8
Figure $% Dia$ram of the forces acti!$ o! a woo&e! bloc resti!$ o! a table8
(he seco!& bi$ i&ea is that forces Ia&& upJ so that the overall result &epe!&s !ot
:ust o! o!e of them but o! the combi!atio! of them8 ,he! somethi!$ is !ot movi!$
this &oes !ot mea! that there are !o forces acti!$ o! it but that all the forces have
bala!ce& out so their combi!e& effect is the same as if there were !o force 4!et force
ero8 (his i&ea !ee&s to be &evelope& first with forces that are bei!$ pushe& or pulle&
i! the same 4or opposite parallel &irectio!s8 For e.ample &iscuss the forces o! a ra$
tie& to the ce!ter of a rope bei!$ pulle& har& i! opposite &irectio!s by two teams both
whe! the ra$ is hel& still by eve! pulls a!& whe! it starts to move i! o!e or the other
&irectio! 4see fi$ure 28 (he! with e.amples such as a! ob:ect hel& up by three stri!$s
at &iffere!t a!$les where stu&e!ts ca! see that these !o!-ali$!e& forces must bala!ce
out8 #tu&e!ts ca! also pre&ict a!& test how the ob:ect woul& be$i! to move if perso! cut
o!e stri!$8 (he mathematics of a&&i!$ !o!-parallel forces is !ot appropriate at this
$ra&e level8 (he $oal of the i!structio!al se$me!t is a co!ceptualiatio! of forces a!&
that they ca! bala!ce o!e-a!other out eve! whe! they are !ot all ali$!e&8
Figure -% >ala!ci!$ forces i! a tu$ of war i! a parallel frame8 4/&apte& from Ph*(
2015a
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 11 of 13+
51
52
53
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
54
55
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 12/174
First 60-Day Public Review DraftNovember 2015
(he thir& bi$ i&ea is that it re7uires a force to mae a! ob:ect start or stop
movi!$ or to cha!$e its spee& or &irectio! of motio! but that !o force is !ee&e& to
eep it movi!$ at the same spee&8 (his is cou!ter-i!tuitive because everythi!$ that ca!
be observe& seems to stop of its ow! accor&8 #tu&e!ts may wa!t to visualie the
i!visible forces of frictio! to see why ob:ects stop movi!$8 / commo! pre-co!ceptio! is
that a force is re7uire& to eep a! ob:ect i! motio!8 "! $e!eral chil&re! thi! a movi!$
ob:ect must always have some Imotive forceJ acti!$ o! it8 (his i!structio!al se$me!t
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 12 of 13+
56
57
58
181
182
183
184
185
186
187
188
189
190
59
60
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 13/174
First 60-Day Public Review DraftNovember 2015
be$i!s to &evelop the co!cept that a! ob:ect with !o forces 4or !o !et force o! it 4e8$8 a
rocet i! space co!ti!ues to move at a stea&y spee&8 Part of the $oal of this portio! of
the i!structio!al se$me!t is for stu&e!ts to &evelop the habit of looi!$ for the force
causi!$ a!y cha!$e i! motio! of a! ob:ect or system8 "! &evelopi!$ this part of the
i!structio!al se$me!t it is best to wor with sli&i!$ blocs rather tha! wheele& cars
because it is easier to correctly i!terpret the role of frictio! forces8 (he a&&itio!al
comple.ity of the rotatio!al motio! of the wheels a!& the fact that the poi!t where the
wheel is touchi!$ the $rou!& is !ot movi!$ 4u!less the car is si&&i!$ is !ot
appropriate for thir& $ra&e8
(he fourth i&ea i! this i!structio!al se$me!t is that certai! properties of ob:ects
allow them to e.perie!ce forces from other ob:ects eve! whe! !ot touchi!$ them8 (he
first a!& most familiar e.ample is $ravity8 *very ob:ect e.perie!ces a force pulli!$ it
towar&s the *arth a!& the stre!$th of that force is what we call the wei$ht of the ob:ect8
"t is !ot appropriate at this $ra&e level to try to &evelop a &etaile& u!&ersta!&i!$ of the
&iffere!ce betwee! mass a!& wei$ht8 owever teachers ca! i!tro&uce the term mass
a!& the co!cept that a! ob:ect o! the moo! is pulle& towar&s the moo! by a
$ravitatio!al force that is smaller Eit wei$hs less tha! it woul& e.perie!ce o! *arth8
#tu&e!ts at this $ra&e level ca! e.plore the effects of ma$!ets o! o!e a!other8 For
e.ample stu&e!ts ca! feel the force of two ma$!ets attracti!$ each other whe!opposite ma$!etic poles are faci!$ each other8 /lso stu&e!ts ca! i!vesti$ate the
relatio!ship betwee! electric curre!ts a!& ma$!etic force by observi!$ how a! electric
curre!t movi!$ throu$h a wire behaves lie a ma$!et a!& how a ma$!et move& i! a!&
out of a coil wire $e!erates a! electric curre!t8 (his ca! be accomplishe& by e.plori!$
a!& a!alyi!$ a simple electroma$!et a! electric motor or a! electric $e!erator8
"t is !ot imme&iately i!tuitive for stu&e!ts to a!alye the phe!ome!a of forces
causi!$ motio! without &irect co!tact8 Not o!ly are the forces i!visible but the electric
curre!ts are i!visible as well8 e!ce the activities e.plore& i! this part of the
i!structio!al se$me!t re7uire some way to mae the curre!t visible 4a meter a li$ht
bulb or both8 (he i&ea that electric curre!ts are a source of ma$!etic forces a!& that a
ma$!et movi!$ i! a wire loop e.erts a force that ca! cause a! electric curre!t to flow is
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1) of 13+
61
62
63
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
64
65
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 14/174
First 60-Day Public Review DraftNovember 2015
the basic u!&ersta!&i!$ !ee&e& to a!alye how simple househol& &evices such as a!
electric &oorbell or ca!-ope!er wor8
Engineering Connection
"! or&er to tacle the type of &esi$! problem su$$este& by
the last performa!ce e.pectatio! for this i!structio!al se$me!t
stu&e!ts !ee& to u!&ersta!& how to co!struct a simple electrical
circuit with a switch a!& how to create a! electroma$!et as part of such a circuit8 (his
re7uires multiple activities with buil&i!$ a!& a!alyi!$ simple electric circuits8 For
e.ample stu&e!ts ca! be challe!$e& to &esi$! a!& buil& a circuit to tur! a!
electroma$!et o! a!& off so it ca! be use& lie a cra!eLto pic up paperclips from o!e
pile a!& &rop them i! a!other pile8 "! activities such as this the la!$ua$e of forces is
!ot emphasie& as much as usi!$ a! electric circuit to create a force to achieve some
effect8 (his reco!!ects this part of the i!structio!al se$me!t to the force-relate&
activities that prece&e& it8 (eachers ca! also a&& electrostatic forces as a further
e.ample of force at a &ista!ce but it is !ot !ecessary for the &evelopme!t of the i&eas
i! this i!structio!al se$me!t8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+ of 13+
66
67
68
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
69
70
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 15/174
First 60-Day Public Review DraftNovember 2015
(escription of Instructional Segent
"! this i!structio!al se$me!t 1 stu&e!ts e.plore the co!cept of forces o! ob:ects
as they move or are at rest8 (hey see that a! ob:ect;s
positio! is affecte& by a co!tact i!teractio! or a push
or pull frictio! or elastic a!& te!sio! forces i! matter
4e8$8 spri!$s or supporti!$ structures or ropes a!&
!o!-co!tact i!teractio! 4electrostatic a!& ma$!etic
a!& that a! ob:ect at rest has forces acti!$ o! it that
bala!ce each other8 (his is a! e.celle!t opportu!ity to
hi$hli$ht cause and effect relationships8 (his
i!structio!al se$me!t is &ivi&e& i! two parts% part 1,
0orces on 1b)ects due to ontact Interactions a!& part
2 , 0orces on 1b)ects due to 2on!ontact Interactions3
0orces on 1b)ects due to ontact Interactions
#tu&e!ts investigate a!& odel simple
systems with the $oal of &efi!i!$ a!& represe!ti!$ multiple forces that are occurri!$ at a
specific mome!t o! a particular ob:ect withi! the system8 #tu&e!ts also &iscover the
effect of a! u!bala!ce& !et force o! the ob:ect;s motio!8 #tu&e!ts shoul& also be
e!coura$e& to fi!& ways to represe!t motio! a!& &etermi!e if the motio! is cha!$i!$ or
!ot8 bservatio!s i!clu&e both static situatio!s a!& ob:ects either sli&i!$ o! a surface or
flyi!$ throu$h the air8 4Rotatio!al motio! is avoi&e& or !ot emphasie&8
Engineering Connection
(eachers mi$ht be$i! this i!structio!al se$me!t by asi!$
their stu&e!ts to ima$i!e what e!$i!eers !ee& to !ow to improve
the spee& a!& steeri!$ i! cars boats a!& airpla!es8 #tu&e!ts
shoul& be e!coura$e& to use their ow! wor&s to &iscuss the forces
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 15 of 13+
*'/ *'D Co!!ectio!Duri!$ the u!it a$e-appropriate&efi!itio!s of &omai!-specificwor&s a!& importa!t aca&emicvocabulary coul& be provi&e&8"! a&&itio! a few wor&s areselecte& critical tou!&ersta!&i!$ the co!cept a!&for &eeper e.pla!atio!8 (hesewor&s ca! be further e.plai!e&usi!$ a $raphic or$a!ier suchas the Frayer o&el thati!clu&es the &efi!itio! a!&stu&e!ts shari!$ specificcharacteristics of the wor&e.amples a!& !o!-e.amples8#electe& wor&s coul& i!clu&efrictio! $ravity forcesma$!etic i!teractio!s8
71
72
73
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
74
75
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 16/174
First 60-Day Public Review DraftNovember 2015
pro&uce& by e!$i!es a!& propellers that provi&e propulsio! as well as resisti!$ forces
4lie frictio! a!& air resista!ce that are !ee&e& for steeri!$8
#i!ce vehicles i! the real worl& are complicate& e!$i!eers create simple
odels of the systems they !ee& to improve8 #tu&e!ts ca! &o this as wellinvestigating a!& odeling the system of a!y vehicle with a bloc sli&i!$ across a
variety of surfaces i!clu&i!$ some with very hi$h frictio! a!& others with much lower
frictio!8 /t first the teacher may tell the stu&e!ts to i!itiate the motio! by $ivi!$ the
bloc a 7uic push8 (he teacher ca! challe!$e the stu&e!ts to &evise a way to co!trol
the force that i!itiates the motio! a!& to &evelop a way to i!clu&e the u!see! forces o!
the bloc i! their mo&el8 (he teacher may also as the stu&e!ts to odel what forces
are acti!$ o! the bloc at the mome!t it is pushe& a!& at a later mome!t whe! it is
sli&i!$ a!& slowi!$ &ow! a!& fi!ally whe! it is sitti!$ still8 (eachers may also e!coura$e
stu&e!ts to use cause and effect stateme!ts to e.plai! their observatio!s8 *arly
stu&e!t odels may show the i!itiati!$ push as the o!ly force o! the bloc8 (eacher
7uestio!s shoul& focus o! why the motio! is &iffere!t with the same push but &iffere!t
surfaces or with &iffere!t &irectio!s for the i!itial push8 (his type of 7uestio!i!$ is
&esi$!e& to elicit from stu&e!ts the i&ea that there is a force o! the bloc &ue to frictio!
betwee! the bloc a!& the surface8 "t shoul& also elicit that the sie 4or stre!$th of this
force &epe!&s o! the !ature of the surface8 #tu&e!ts revise their odels to i!clu&e the
frictio! force at various i!sta!ts8 /$ai! teacher 7uestio!i!$ will be !ecessary to lea&
stu&e!ts to reco$!ie that there is !o pushi!$ force whe! the bloc is freely sli&i!$
forwar& o!ly a frictio! force whose effect is to slow the bloc &ow!8 (eachers may also
i!tro&uce hypothetical situatio!s such as the bloc sli&i!$ o! smooth ice or a surface
with !o frictio! at all to buil& the i&ea that if there were !o frictio! the bloc woul& :ust
eep movi!$8 (he $oal of these activities is to see that it taes a force to cha!$e a
motio! but !ot to eep it $oi!$8 (eacher 7uestio!i!$ ca! help stu&e!ts mae these
e.plicit co!!ectio!s to cause and effect.
(eachers the! i!itiate a seco!& rou!& of revisio!s to the odel to a&&ress
7uestio!s about vertical forces8 ere it is useful to a&& some activities that i!volve
&roppi!$ letti!$ the bloc fall a!& &iscussi!$ what force pulls it &ow!8 (he most &ifficult
force for stu&e!ts to see is the force from the table pushi!$ up o! the bloc8 (eachers
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 16 of 13+
76
77
78
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
79
80
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 17/174
First 60-Day Public Review DraftNovember 2015
ca! as 7uestio!s about strate$ic hypothetical e.amples such as a chil& sta!&i!$ o! a
trampoli!e or a very heavy ob:ect breai!$ the table8 (eachers ca! use these e.amples
to help stu&e!t visualie the cou!terbala!ci!$ forces of $ravity a!& the force of the table
o! the bloc a!& i!clu&e them i! their odels for all three situatio!s8 /$ai! teachersca! use these e.perie!ces to help stu&e!ts mae e.plicit co!!ectio!s to cause and
effect relatio!ships a!& patterns8
!ce the i&ea of bala!ce& a!& u!bala!ce& forces o! a! ob:ect has bee!
&evelope& alo!$ with the i&ea that it taes a! u!bala!ce& force to cha!$e motio!
stu&e!ts ca! be ase& to investigate a!&Mor develop odels that i!clu&e forces at
particular i!sta!ts for a variety of situatio!s8 / wi&e variety of 7uestio!s ca! be ase&
such as I&hat force pushes you forward when you start to walk J r I&hat are all the
forces acting on a ladder leaning against a wall'J #ituatio!s such as a wei$ht
suspe!&e& by three rubber ba!&s at &iffere!t a!$les ca! be use& to i!itiate further
odeling a!& a!alysis of forces8
bservatio!s a!&Mor measureme!ts of a! ob:ect;s repetitive motio! 4e8$8 a
pe!&ulum a wei$ht o! a spri!$ reveals a pattern ca! be use& to pre&ict future motio!8
owever i! such a motio! the forces i!volve& are cha!$i!$ at each mome!t a!& thus
o!e must odel the system at particular mome!ts to e.ami!e the forces at that i!sta!t
a!& &iscuss how they are affecti!$ the motio! at that i!sta!t8
#tu&e!ts e.plore activities i! which they cha!$e o!e variable of the system at a
time a!& mae observatio!s8 #tu&e!ts ca! e.plore variables that ca! cause a cha!$e i!
the system such as%
1 effect of the pull 4a!$le o! a co!sta!t-wei$ht ob:ect% stu&e!ts ha!$ a wei$ht o! a
stri!$ from a fi.e& support a!& loo at what happe!s whe! the wei$ht is pulle&
further a!& further from its resti!$ positio!<
2 effect of varyi!$ the push o! ob:ects with the same wei$ht% stu&e!ts use a simple
catapult system where the ob:ect wei$ht is co!sta!t a!& they vary the amou!t
that the catapult is &raw! bac<
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 13 of 13+
81
82
83
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
84
85
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 18/174
First 60-Day Public Review DraftNovember 2015
) effect of wei$ht of ob:ect% stu&e!ts use a pulley system to lift ob:ects of &iffere!t
wei$hts<
+ effect of i!itial push by measuri!$ the &ista!ce a! ob:ect travels a!& pre&ict a!&
investigate how it cha!$es% #tu&e!ts use a compresse& spri!$ to provi&e a
push that ca! be systematically i!crease&<
5 effect of opposi!$ forces% stu&e!ts loo at a! ob:ect at rest that is e.perie!ci!$
&iffere!t forces such as a wei$ht ha!$i!$ from a spri!$ a fla$ i! the ce!ter of a
rope pulle& by two teams etc8
Fi$ures ) + a!& 5 below i&e!tify &ia$ram represe!tatio!s of &iffere!t forces o!
ob:ects &ue to co!tact i!teractio!s8
Figure +% ultiple represe!tatio!s of ob:ect at rest showi!$ two forces acti!$ o! it% 41
force of $ravity pulli!$ &ow! 4wei$ht a!& 42 force of the surface it is resti!$ o! pushi!$
up8 (he a&&itio! of the arrows shows bala!ce of forces8 E"ma$es &raw! by #eth >ush
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1G of 13+
86
87
88
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
89
90
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 19/174
First 60-Day Public Review DraftNovember 2015
Figure .% #tu&e!t e.ample showi!$ forces acti!$ o! a! ob:ect as it rests o! a ha!&
4/&apte& from Cliparts 2015 Eri$i!al picture of ha!& from
http%MMcliparts8coMclipartsMGi6MGR.MGi6GR.?(8:p$ with &rawi!$ by *mma ra$so!8
Figure 0% Dia$ram of a! ob:ect bei!$ pulle& E"ma$e &raw! by #eth >ush
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1K of 13+
91
92
93
345
346
347
348
349
350
351
352
353
94
95
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 20/174
First 60-Day Public Review DraftNovember 2015
(eachers ca! wrap up this i!structio!al se$me!t by retur!i!$ to some of the
7uestio!s ase& at the outset about what e!$i!eers whose :ob it is to improve the
spee& a!& steeri!$ capabilities of cars boats a!& pla!es !ee& to !ow about forces8
0orces on 1b)ects 3ue to 2on!ontact Interactions
#tu&e!ts e.te!& their co!cept of forces a!& i!teractio!s throu$h i!vesti$atio!s
usi!$ electrostatic electricity a!& ma$!ets8 *lectric a!& ma$!etic forces betwee! a pair
of ob:ects &o !ot re7uire that the ob:ects be i! co!tact8 #tu&e!ts investigate
electrostatically char$e& balloo!s or ro&s acti!$ o! &iffere!t materials 4e8$8 salt pepper
or small pieces of paper8 (he sies of the forces i! each situatio! &epe!& o! the
properties of the ob:ects a!& their &ista!ces apart8 #tu&e!ts; co!struct &ia$rams to
illustrate the forces acti!$ o! each of the compo!e!ts of the system
,he! stu&e!ts e.ami!e the forces betwee! two ma$!ets they ca! vary the
&ista!ce betwee! the ma$!ets a!& their orie!tatio! relative to each other8 #tu&e!ts start
by looi!$ at the affect of a bar ma$!et o! the compass as a co!te.t for i!tro&uci!$ the
North a!& #outh poles of ma$!ets a!& the i&ea of forces acti!$ at a &ista!ce 4!o!-
co!tact forces8 (hey ca! use perma!e!t ma$!ets to e.plore how poles of ma$!ets at
varyi!$ &ista!ces i!teract with each other8 #tu&e!ts ca! investigate a!& odel the
represe!tatio! of forces from o!e ma$!et o! various small ob:ects 4both ma$!etic a!&!o!-ma$!etic as well as the forces o! a!other ma$!et i! a variety of situatio!s8
#tu&e!ts ca! use iro! fili!$s o! a sheet of paper supporte& above a stro!$ &ipole
ma$!et to map out the force patter! &ue to the ma$!et 4#ee Fi$ure 68 /$ai! teachers
coul& use these stu&e!t e.perie!ces as a! opportu!ity to hi$hli$ht the ce!tral !ature of
patterns a!& cause and effect relatio!ships8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 20 of 13+
96
97
98
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
99
100
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 21/174
First 60-Day Public Review DraftNovember 2015
Figure 8% "ro! fili!$s o! a sheet of paper supporte& above a stro!$ &ipole ma$!et8
Ea$!etic fiel& of a bar ma$!et fi$ure from ,iime&ia commo!s
Engineering Connection
)-P#2-+% Defi!e a simple &esi$! problem that ca! be solve& by
applyi!$ scie!tific i&eas about ma$!ets8
#cie!tific &iscoveries about the !atural worl& ca! ofte! lea&
to !ew a!& improve& tech!olo$ies which are &evelope& throu$h
the e!$i!eeri!$ &esi$! process8 "! this sce!ario the stu&e!ts will &esi$! a swi!$ usi!$
ma$!etic force8
Performa!ce (as
Desi$! a swi!$ for your play$rou!& usi!$ ma$!etic force to eep the swi!$ movi!$8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 21 of 13+
101
102
103
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
104
105
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 22/174
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 23/174
First 60-Day Public Review DraftNovember 2015
Snapshot Grade Three%
*robing for Students6 Initial Ideas on Static Electricity
Introduction
iss ;s thir&-$ra&e class has :ust fi!ishe& a series of lesso!s i!vesti$ati!$ thei!flue!ces of co!tact forces acti!$ o! ob:ects i! motio! a!& at rest8 #o far their
classroom e.perie!ces a!& &iscussio!s have focuse& o! co!tact forces o!ly8
(his !e.t preparatory lesso! about !o!-co!tact forces is &esi$!e& to $au$e
stu&e!t;s pre-co!ceptio!s about !o!-co!tact forces a!& i!tro&uce to them this !ew
i&ea8 (hey will ask questions to &etermi!e cause and effect relatio!ships of electric or
ma$!etic i!teractio!s betwee! two ob:ects !ot i! co!tact with each other8
iss be$i!s I everyo!e tae out your lab !oteboos because we are $oi!$
to &o a probe8 Remember with probes we wa!t you to e.plai! your thi!i!$8 " am $oi!$
to rea& you a story a!& as you to choose who you mostly a$ree with /ND you must
support you choice with evi&e!ce or e.amples from your e.perie!ces8J iss 8 rea&s
the prompt a!& she $ives her stu&e!ts a few mi!utes to respo!& to the 7uestio!s i! the
probe a!& recor& their i!itial thi!i!$ i! their !oteboos8
iss co!ti!ues INow tur! to your
thi!i!$ part!er a!& share your choice a!&
your thi!i!$888 remember to liste!
respectfully to each other eve! if you &o
!ot a$ree8 "f after your &iscussio! you wa!t
to cha!$e your choice or a&& more
evi&e!ce $o for it8J #he lets the thi!i!$
part!ers share while she wals arou!& the
room liste!i!$ to &iscussio!s a!& helpi!$
stu&e!ts to remai! o! tas8
/fter te! mi!utes of a!imate&
&iscussio! iss retur!s to the fro!t of the class I#o let;s see where we are as a
$roup8 ,he! " say you;ll put o!e fi!$er up if you a$ree most with /io a!& two
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 2) of 13+
Probe: Does It Have to Touch?
Two friends are arguing about forces. They disagree about whether somethinghas to be touched in order for a force toact. This is what they say:
Akiko: “I think two things have totouch in order to have a force betweenthem.”Fern: “I don’t think two things have totouch in order to have a force betweenthem.”
Which friend do agree with most? _______________
!"#ain your thinking. $rovide e!am"#esthat su""ort your ideas about forces.
________________
111
112
113
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
114
115
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 24/174
First 60-Day Public Review DraftNovember 2015
fi!$ers up if you a$ree most with Fer!8 Rea&y set J (he $roup is eve!ly split8 #he
prompts stu&e!ts to fi!& a part!er that &isa$rees with them a!& repeat their thi!i!$
part!er &iscussio! remi!&i!$ them that it is o to cha!$e i&eas a!& that it is o to
&isa$ree8 /fter a!other te! mi!utes of &iscussio! iss be$i!s asi!$ stu&e!ts for their
e.amples a!& evi&e!ce a!& recor&s them o! the boar&8 #upporters of /io;s positio!
poi!te& out evi&e!ce lie Ia soccer ball wo!;t move u!less " ic itJ a!& Imy boo has to
touch the table to have the table push o! itJ8 #upporters of Fer!;s positio! poi!t out
other evi&e!ce Clara says I"f " push a ball up i! the air it is $oi!$ up but the! it will fall
&ow!8 Nothi!$ is touchi!$ it but it moves &ow!8 ,hat is that ravity or somethi!$
(he ball is!;t touchi!$ the *arthJ8 /isha also e.plai!e& e.cite&ly Ia$!ets push a!&
pull eve! whe! they &o!;t touch ob:ects8 " always play with ma$!ets a!& metal
paperclips% " mae the paperclip move o! top of my $ra!&ma itche! table movi!$ a
ma$!et below the table8 "t;s lie ma$ic8 (he ma$!et &oes !ot touch the paperclipJ8
iss the! uses her stu&e!t;s i!itial i&eas to i!tro&uce types of forces that
i!clu&e !o!-co!tact i!teractio!s8 #he will help stu&e!ts co!!ect these i&eas with those
e.plore& i! the previous i!structio!al se$me!t about co!tact forces8 iss 8 says I"!
the !e.t wees we will be lear!i!$ more about i!teractio!s such as $ravity ma$!etism
a!& static electricity8 /t the e!& you will be able to e.plai! phe!ome!a betwee! the
ma$!et a!& paperclipJ8
iss is pla!!i!$ to use this i!itial &iscussio! to &esi$! e.perie!ces that
e.plore properties of ma$!ets how to IseeJ a ma$!etic fiel& a!& map it usi!$ a
compass how &ista!ce a!& orie!tatio! affects ma$!etic forces o! ob:ects8 (hrou$hout
these activities stu&e!ts will &evelop simple &rawi!$s represe!ti!$ odels of how
ma$!ets wor a!& will pla! their ow! investigations to fi!& out about properties of
ma$!ets8
4DC" P#28/% Forces a!& otio!< )-P#2-1% Pla! a!& co!&uct a! i!vesti$atio! to provi&e
evi&e!ce of the effects of bala!ce& a!& u!bala!ce& forces o! the motio! of a! ob:ect<
)-P#2-2% ae observatio!s a!&Mor measureme!ts of a! ob:ect;s motio! to provi&e
evi&e!ce that a patter! ca! be use& to pre&ict future motio!8 #he is also pla!!i!$ to
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 2+ of 13+
116
117
118
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
119
120
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 25/174
First 60-Day Public Review DraftNovember 2015
assess stu&e!ts by usi!$ freely available o!li!e simulatio!
4http%MMphet8colora&o8e&uMe!Msimulatio!Mballoo!s 8
rs8 shares the ob:ectives of the s!apshot with the e&ucatio!al support
perso!!el i! the e.pa!&e& lear!i!$ pro$ram at her school a!& &iscusse& with them howthey ca! rei!force the ey co!cepts by provi&i!$ a&&itio!al opportu!ities for stu&e!ts to
e.plore a!& i!vesti$ate8
ra&e (hree "!structio!al #e$me!t 2% 'ife Cycles a!& "!herita!ce of (raits
"! "!structio!al #e$me!t 2 stu&e!ts e!$a$e i! scie!tific e.perie!ces with e.plicit
li!s to tar$ete& core i&eas scie!ce a!& e!$i!eeri!$ practices a!& crosscutti!$
co!cepts to help them a!swer 7uestio!s such as% (ow do animals5plants grow' Do
animals5plants of the same type (species) show variation?(ow are animal traits passed
to the young' &hat traits can be seen in plants' In what way can variation help or hurt
the chance of an organism surviving? Can all traits be passed to offspring? In what way
can variation help or hurt the chance of an organism surviving? Can all traits be passed
to offspring?
Grade Three , Instructional Segent -% Life Cycles and Inheritance of Traits
&hy do organisms grow and develop'
(ow do organisms vary in their traits'
(ow are traits inherited'
&hat traits influence the organism survival'
In what ways do inherited traits affect survival'
&hat characteristics do parents pass to their young'
Crosscutting concepts% +atterns, ause - ffects; Systems - System 6odelsScience and Engineering *ractices% 3eveloping and 7sing 6odels; /nalyzing and
Interpreting 3ata.
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
+,LS$,$ (evelop odels to describe that organiss have unique and diverse
life cycles but all have in coon birth# gro7th# reproduction# and
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 25 of 13+
121
122
123
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
124
125
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 26/174
First 60-Day Public Review DraftNovember 2015
death3 EClarificatio! #tateme!t% Cha!$es or$a!isms $o throu$h &uri!$
their life form a patter!8 E /ssessment oundary: /ssessment of plant life
cycles is limited to those of flowering plants. /ssessment does not include
details of human reproduction.+,LS+,$ 'naly!e and interpret data to provide evidence that plants and anials
have traits inherited fro parents and that variation of these traits
e"ists in a group of siilar organiss3 EClarificatio! #tateme!t% Patter!s
are the similarities a!& &iffere!ces i! traits share& betwee! offspri!$ a!&
their pare!ts or amo!$ sibli!$s8 *mphasis is o! or$a!isms other tha!
huma!s8 E /ssessment oundary: /ssessment does not include genetic
mechanisms of inheritance and prediction of traits. /ssessment is limited to
non!human e%amples.
+,LS.,- 9se evidence to construct an e"planation for ho7 the variations in
characteristics aong individuals of the sae species ay provide
advantages in surviving# finding ates# and reproducing3 EClarificatio!
#tateme!t% *.amples of cause a!& effect relatio!ships coul& be pla!ts that
have lar$er thor!s tha! other pla!ts may be less liely to be eate! by
pre&ators a!& a!imals that have better camoufla$e coloratio! tha! other
a!imals may be more liely to survive a!& therefore more liely to leave
offspri!$8
1ackground for Teachers
'ife cycle a!& life spa! are &iffere!t8 (he life spa! is the amou!t of time betwee!
birth a!& &eath8 (he life cycle is a set of eve!ts that happe! to a! i!&ivi&ual as they
$row a!& &evelop8 Discipli!ary core i&ea )-'#1-1 i&e!tifies birth $rowth repro&uctio!
a!& &eath as the ey eve!ts of the life cycles of pla!ts a!& a!imals8 ,hile it is true that
all species of pla!ts a!& a!imals u!&er$o these eve!ts the timi!$ a!& &etails ca! be
very &iffere!t betwee! species8 ere are the life cycle sta$es for pla!ts%
ermi!atio! leaf pro&uctio! floweri!$ se!esce!ce
4birth 4$rowth 4repro&uctio! 4&eath
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 26 of 13+
126
127
128
488
489
490
491
492
493
494
495
496
497
498
129
130
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 27/174
First 60-Day Public Review DraftNovember 2015
#ome wee&y pla!ts tae o!ly a few wees to tra!sitio! from $ermi!atio! to
floweri!$ while others lie fruit trees tae 10 years or more to be$i! repro&uctio!8 ,hy
is there such bi$ &iffere!ces i! the timi!$ of life cycle eve!ts (he a&va!ta$e for the
wee&y pla!t is that 7uic repro&uctio! allows it to colo!ie bare or &isturbe& soil before
other pla!ts 4after a fire at the e&$e of a co!structio! site etc88 For a fruit tree the lo!$
perio& of $rowth prior to floweri!$ maes it possible for the pla!t to pro&uce ma!y
offspri!$ for ma!y years8 Pla!t &eath is calle& Ise!esce!ceJ a!& typically i!volves the
yellowi!$ a!& wilti!$ of leaves8 #e!esce!ce is importa!t because see&s mature a!&
fruits ripe! &uri!$ this part of the life cycle8 ost of the calories co!sume& by people
arou!& the worl& are from see&s a!& fruits8
(wo pla!ts of the same species $row! i! &iffere!t co!&itio!s 4perhaps o!e i! a
$ree!house a!& o!e i! the fiel& will u!&er$o the same sta$es i! the same or&er but the
timi!$ ca! &iffer by mo!ths8 "! other wor&s the e!viro!me!t ca! i!flue!ce the timi!$ of
the life cycle i! pla!ts8 >y compariso! the e!viro!me!t has less i!flue!ce o! a!imal life
cycles8 For e.ample low !utritio! &iets cause the &i$estive tracts of some mammals
a!& bir&s to $row lar$er8 owever a casual observer woul& !ot &iscer! much &iffere!ce
betwee! these a!& i!&ivi&uals of the same species that have a hi$h-7uality &iet8
(he stu&y of i!herita!ce is ol&8 *ver si!ce the first pla!ts a!& a!imals were&omesticate& people have bee! stu&yi!$ i!herita!ce a!& $e!etics8 Farmers !otice&
small &iffere!ces 4variatio! betwee! i!&ivi&ual pla!ts a!& a!imals8 (hey &iscovere&
that by allowi!$ o!ly i!&ivi&uals with favorable traits to repro&uce they coul& preserve
or eve! e!ha!ce those traits i! subse7ue!t $e!eratio!s8 ver a perio& of 20000 years
selective bree&i!$ by farmers pro&uce& most of the crops we rely o! to&ay% wheat rice
cor! cabba$e a!& ma!y others8 /ll of these crops ori$i!ate& from wil& pla!ts8 f
course these early farmers coul& !ot always co!trol which traits were i!herite& a!&
they &i& !ot u!&ersta!& the mecha!ism of i!herita!ce8 Nevertheless mo&er! crops a!&
livestoc were create& by people over the ce!turies by mea!s of selective bree&i!$8
,hile it is easy to see how selective bree&i!$ by farmers ca! &ramatically cha!$e
or$a!isms it is importa!t to remember that the same process of cha!$e happe!s i!
!ature8 "! !ature or$a!isms compete for limite& resources 4su!li$ht !utrie!ts water
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 23 of 13+
131
132
133
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
134
135
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 28/174
First 60-Day Public Review DraftNovember 2015
prey shelter etc8 but the competitio! is !ot fair8 #mall variatio! betwee! or$a!isms
allows some to compete more successfully a!& improve their cha!ces of repro&uci!$8
(he offspri!$ of these successful i!&ivi&uals ofte! share the attributes that ma&e the
pare!ts successful thus i!creasi!$ their ow! cha!ce of success8
(escription of the Instructional Segent
"! this i!structio!al se$me!t 'ife #tyles a!& "!herita!ce of (raits stu&e!ts
investigate that pla!ts a!& a!imals have u!i7ue a!& &iverse life cycles8 (he
characteristic structures fu!ctio!s a!& behaviors of or$a!isms cha!$e i! pre&ictable
ways as they pro$ress from birth to ol& a$e8 #tu&e!ts are e.pecte& to &evelop a!
u!&ersta!&i!$ of the similarities a!& &iffere!ces of or$a!isms; life cycles a!& that
repro&uctio! is esse!tial to the co!ti!ue& e.iste!ce of every i!& of or$a!ism8 (he
se$me!t is &ivi&e& i!to three parts% Part 1, Comparative 'ife Cycles< Part 2- "!heriti!$
(raits% / Chip off the >loc a!& Part )- ariatio!s withi! #pecies% #urvival of the Fittest
omparative 8ife ycles
!e way to help stu&e!ts e!$a$e with this material is to have them observe
classroom or$a!isms with i!teresti!$ life cycles8 #ome or$a!isms i!clu&e the hor!worm
46andaluca se%ta a! i!sect with a complete life cycle 4from e$$ to larva to pupa to
a&ult or milwee& bu$s 41ncopeltus fasciatus a! i!sect with a! i!complete life cycle
4from e$$ to !ymph to a&ult8 ther classroom or$a!isms are crayfish pai!te& la&ies
fro$s a!& classroom pla!ts8 #tu&e!ts be$i! to develop odels of u!i7ue a!& &iverse
life cycles a!& share their ow! u!&ersta!&i!$8 'ivi!$ or$a!isms have structures for
livi!$ a!& movi!$ as well as i!teractio! with their e!viro!me!t8 Pla!ts a!& a!imals ept
i! the classroom provi&e a close a!& perso!al e.perie!ce for the stu&e!ts8 #tu&e!ts
ca! also recor& every&ay observatio!s a!& compariso!s i! a livi!$ e!viro!me!t lie a
school $ar&e! or a7uarium8
/s a! e.te!sio! of their observatio!s a!& compariso!s stu&e!ts ca! co!&uct a!
investigation o! a life cycle of a particular or$a!ism i! a! e!viro!me!t8 #tu&e!ts ca!
recall e.perie!ces or $ather i!formatio! from pri!te& a!& &i$ital sources8 ,ith the latter
approach the teacher ca! &ivi&e the stu&e!ts i!to $roups a!& $ive them a te.t about a
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 2G of 13+
136
137
138
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
139
140
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 29/174
First 60-Day Public Review DraftNovember 2015
floweri!$ pla!t 4e8$8 peas pumpi! ora!$e tree etc8 or a!imal 4e8$8 bir& horse fro$
moth butterfly etc88 Bsi!$ i!formatio! $ai!e&
from the illustratio!s 4e8$8 photo$raphs a!& the
te.t stu&e!ts a!swer 7uestio!s a!& refer e.plicitly
to the te.t to support their a!swers to help them
&emo!strate u!&ersta!&i!$ of the life cycle 4e8$8
where whe! why a!& how &evelopme!t occurs8
*ach $roup of stu&e!ts shoul& stu&y material
about at least o!e pla!t a!& at least o!e a!imal8
#tu&e!ts the! share their fi!&i!$s throu$h a
verbal prese!tatio! that i!clu&es &ia$rams with
&evelopme!t odels of the pla!t a!& a!imal8 "!
their prese!tatio!s stu&e!ts &escribe the
relatio!ship betwee! the &evelopme!t of the
or$a!isms usi!$ la!$ua$e that pertai!s to time
se7ue!ce a!& effect 8 >y looi!$ across life
cycles a!& compari!$ the e.amples from &iffere!t
$roups stu&e!ts lear! about commo! features
a!& pattern of &evelopme!t8 (his ca! lea& to a &iscussio! about the variability of lifecycles withi! a species a!& across species8 (his is a! e.celle!t place for teachers to
a$ai! call atte!tio! to the crosscutti!$ !ature of patterns a!& patter! reco$!itio!8 >y
the e!& of this part of the i!structio!al se$me!t stu&e!ts &emo!strate a! u!&ersta!&i!$
that pla!ts a!& a!imals have u!i7ue a!& &iverse life cycles that i!clu&e bei!$ bor!
4sprouti!$ i! pla!ts $rowi!$ &evelopi!$ i!to a&ults repro&uci!$ a!& eve!tually &yi!$8
Inheriting $raits: / hip off the lock.
#tu&e!ts wor o! activities that i!clu&e i!formatio! o! families of commo!
a!imals a!& pla!ts prese!te& i! pictures 4e8$8 appeara!ce of multiple i!&ivi&uals a!&
i! tables or $raphs 4e8$8 hei$ht of see&li!$s at a $ive! a$e8 (hey ca! start by looi!$
at o!e or two features that are the same or &iffere!t i! the family8 #tu&e!ts ca! observe
that families of $ui!ea pi$s have coats with &iffere!t colors a!& patter!s< that &o$ or cat
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 2K of 13+
*'/M*'D Co!!ectio!(he verbal i!formatio!alprese!tatio!s ca! be i! the
format of a !ews show whichca! be recor&e& or vi&eotape&8(he class ca! be &ivi&e& i!topairs or tria&s o!e stu&e!t isthe i!terviewer who i!terviewsthe other stu&e!t4s who taeo! the perso!a of the pla!t ora!imal8 (he roles of eachstu&e!t ca! be rotate& so alle.perie!ce asi!$ 7uestio!s aswell as a!sweri!$ them8 (he
7uestio!s are &esi$!e& to&emo!strate a! u!&ersta!&i!$of the life cycle 4e8$8 wherewhe! why a!& how&evelopme!t occurs8 (he !ewsreport ca! be supporte& usi!$&ia$rams or illustratio!s eithercreate& by the stu&e!ts or from&i$ital resources8
141
142
143
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
144
145
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 30/174
First 60-Day Public Review DraftNovember 2015
families vary i! the shape a!& sie of ears< a!& the variatio! of color o! maie samples
4cor! o! the cob by looi!$ at the !umber of er!els a!& color8 (hese activities $ive
stu&e!ts the opportu!ity to loo at i!herita!ce of traits with a! emphasis o! or$a!isms
other tha! huma!s8 (his ca! provi&e a! opportu!ity to hi$hli$ht cause and effect i! a
life scie!ce co!te.t8 #tu&e!ts a!alye a!& report o! the variatio! of these traits i! the
or$a!ism stu&ie& &isti!$uishi!$ patterns of similarities a!& &iffere!ces i! the traits
share& betwee! offspri!$ a!& their pare!ts or amo!$ sibli!$s8 #tu&e!ts shoul& loo at
e.amples of at least o!e a!imal a!& o!e pla!t8
#tu&e!ts i! thir& $ra&e ac7uire a! u!&ersta!&i!$ that or$a!isms have &iffere!t
i!herite& traits8 ffspri!$ ac7uire a mi. of traits from their biolo$ical pare!ts8 Differe!t
or$a!isms vary i! how they loo a!& fu!ctio! because they have &iffere!t i!herite&
i!formatio!8 "! each i!& of or$a!ism there is variatio! i! the traits themselves a!&
&iffere!t i!&s of or$a!isms may have &iffere!t versio!s of the trait8 (eachers must
reco$!ie a!& be se!sitive to the fact that ma!y of their stu&e!ts may !ot live with both
biolo$ical pare!ts or may !ot eve! !ow who both biolo$ical pare!ts are8 ,hile o!ly the
biolo$ical pare!ts co!tribute physical traits to a chil& the a&ults who chose to be part of
that chil&;s life will heavily i!flue!ce that chil&;s perso!ality a!& &ispositio!s8
9ariations within Species: Survival of the 0ittest.
(hir& $ra&e stu&e!ts co!struct a! ar$ume!t usi!$ evidence o! how the
variatio!s i! characteristics amo!$ i!&ivi&uals of the same species may provi&e
a&va!ta$es i! survivi!$ fi!&i!$ mates a!& repro&uci!$8 r$a!isms have &iffere!ces
&epe!&i!$ o! where they $row or the foo& they co!sume8 (his causes or$a!isms that
are relate& to e!& up looi!$ or behavi!$ &iffere!tly8 /!imals e!$a$e i! behaviors that
i!crease their cha!ces for repro&uctio! a!& over $e!eratio!s pla!ts may &evelop
specialie& structures a!&Mor &epe!& o! a!imal behavior to accomplish repro&uctio!8
#tu&e!ts e!$a$e i! activities that show how a selective factor 4e8$8 foo& supply
pre&atio! huma!s &etermi!es the survival of species8 #tu&e!ts e.plore o!e species at
a time a!& the lifetime of o!e $e!eratio!8 For e.ample stu&e!ts mi$ht co!&uct a I>attle
of the >eaJ activity mimici!$ &iffere!t beas o! a type of bir& 4e8$8 fi!ches8(hey will
lear! about the a&aptive a&va!ta$e base& o! bea fu!ctio! by simulati!$ bir&s
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )0 of 13+
146
147
148
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
149
150
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 31/174
First 60-Day Public Review DraftNovember 2015
competi!$ for various foo&s 4selective force8 (eachers !ee& to emphasie that eve!
while this activity may be e.a$$erati!$ some features< it is a simulatio! of the same
species8 (his is a!other opportu!ity to hi$hli$ht the crosscutti!$ co!cept of cause and
effect relatio!ships a!& of system models8 #tu&e!ts be$i! to mae the li! that a
particular feature ca! be a! a&va!ta$e8 ver time a!& ma!y $e!eratio!s these
a&va!ta$es may pro&uce the &iffere!ces i! these species that we see to&ay8 (eachers
ca! provi&e stu&e!ts with te.ts 4R"8)82 + to i!vesti$ate how a!imals that have better
camoufla$e coloratio! tha! other a!imals may be more liely to survive a!& therefore
more liely to pro&uce offspri!$8 For e.ample albi!ism i! rabbits may be a
&isa&va!ta$e whe! livi!$ i! a forest but a! asset i! the artic8 ther e.amples i!clu&e
polar a!& brow! bears; survival i! &iffere!t e!viro!me!ts8 (here are ma!y e.amples of
Ievolutio! i! actio!J such as liar&-lie si!s $ra&ually losi!$ their le$s over ma!y
$e!eratio!s as their habitat became &rier a!& sa!&ier 4presumably bei!$ s!ae-lie
provi&es a&va!ta$es i! &ry sa!&y e!viro!me!ts8 *.amples of cause and effect
relatio!ships o! survival ca! be hi$hli$hte& a!& e.plore& for e.ample with pla!ts that
have lar$er flowers tha! other pla!ts may be more &esirable for cultivatio! 4selective
force% huma!s8 #tu&e!ts support their fi!&i!$s referri!$ e.plicitly to the te.t as the
basis for the a!swers8 #tu&e!ts &evelop the i&ea that Ifit!essJ is !ot a! absolute 7uality
but rather it is &efi!e& with respect to survival i! a particular e!viro!me!t8 Some insects
increase their chance of survival through social behavior in which all individuals
contribute but only a few reproduce.#tu&e!ts; e.ploratio!s lea& to e.amples of
patterns cause and effect a!& tra!sitio! to system and system models8
ra&e (hree "!structio!al #e$me!t )% *cosytems a!& "!ter&epe!&e!ce
"! this i!structio!al se$me!t stu&e!ts focus o! how the e!viro!me!t a!&
or$a!isms are li!e& to$ether a!& how the or$a!isms i! the e!viro!me!t have cha!$e&
over time usi!$ evi&e!ce that we have from the prese!t a!& the past8 #tu&e!ts e!$a$e
i! scie!tific e.perie!ces with e.plicit li!s to tar$ete& core i&eas scie!ce a!&
e!$i!eeri!$ practices a!& crosscutti!$ co!cepts to help them a!swer 7uestio!s such
as% (ow do changes in the environment affect living organisms' &hat do fossils tell us
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )1 of 13+
151
152
153
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
154
155
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 32/174
First 60-Day Public Review DraftNovember 2015
about an environment in the past' (ow can organisms interact in groups to benefit
individuals' &hat happens to a plant or animal as the environment changes'
Grade Three,Instructional Segent +% Ecosystes and Interdependence (ow does the environment affect living organisms'
(ow are plants, animals and environments of the past similar or different from current
plants, animals and environments'
&hat do the characteristics of e%tinct animals tell us about environment in the past'
(ow do organisms interact in groups to benefit individuals'
&hat happens to organisms when the environment changes'
Crosscutting concepts% ause - ffect; Scale, +roportion - uantity; Systems -
System 6odelsScience and Engineering *ractices% /nalyzing and Interpreting 3ata; ngaging in
/rgument from vidence.
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
+,LS+,- 9se evidence to support the e"planation that traits can be influenced
by the environent3 EClarificatio! #tateme!t% *.amples of the
e!viro!me!t affecti!$ a trait coul& i!clu&e !ormally tall pla!ts $row! with
i!sufficie!t water are stu!te& a!& a pet &o$ that is $ive! too much foo& a!&
little e.ercise may become overwei$ht8+,LS.,+ Construct an arguent 7ith evidence that in a particular habitat soe
organiss can survive 7ell# soe survive less 7ell# and soe cannot
survive at all3 EClarificatio! #tateme!t% *.amples of evi&e!ce coul& i!clu&e
!ee&s a!& characteristics of the or$a!isms a!& habitats i!volve&8 (he
or$a!isms a!& their habitat mae up a system i! which the parts &epe!& o!
each other8
),LS.,$ 'naly!e and interpret data fro fossils to provide evidence of the
organis and the environents in 7hich they lived long ago3
EClarificatio! #tateme!t% *.amples of &ata coul& i!clu&e type sie a!&
&istributio!s of fossil or$a!isms8 *.amples of fossils a!& e!viro!me!ts
coul& i!clu&e mari!e fossils fou!& o! &ry la!& tropical pla!t fossils fou!& i!
/rctic areas a!& fossils of e.ti!ct or$a!isms8 E /ssessment oundary:
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )2 of 13+
156
157
158
653
654
655
159
160
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 33/174
First 60-Day Public Review DraftNovember 2015
/ssessment does not include identification of specific fossils or present
plants and animals. /ssessment is limited to ma)or fossil types and relative
ages.
+,LS-,$ Construct an arguent that soe anials for groups that helpebers survive3 E(his performa!ce e.pectatio! &oes !ot have a
clarificatio! stateme!t or a! assessme!t bou!&ary8
+,LS.,. 4ake a clai about the erit of a solution to a proble caused 7hen
the environent changes and the types of plants and anials that live
there ay change3/
EClarificatio! #tateme!t% *.amples of e!viro!me!tal cha!$es coul& i!clu&e
cha!$es i! la!& characteristics water &istributio! temperature foo& a!&
other or$a!isms8 E /ssessment oundary: /ssessment is limited to a single
environmental change. /ssessment does not include the greenhouse effect
or climate change.
+,0,ETS$,$3 (efine a siple design proble reflecting a need or a
7ant that includes specified criteria for success and constraints on
aterials# tie# or cost3 E(his performa!ce e.pectatio! &oes !ot have a
clarificatio! stateme!t or a! assessme!t bou!&ary8
+,0,ETS$,-3 Generate and copare ultiple possible solutions to a
proble based on ho7 7ell each is likely to eet the criteria and
constraints of the proble3 E(his performa!ce e.pectatio! &oes !ot have
a clarificatio! stateme!t or a! assessme!t bou!&ary8
H(he performa!ce e.pectatio!s mare& with a! asteris i!te$rate tra&itio!al scie!ce
co!te!t with e!$i!eeri!$ throu$h a scie!ce a!& e!$i!eeri!$ practice or &iscipli!ary
core i&ea8
1ackground for Teachers
From the previous i!structio!al se$me!t it mi$ht be easy to come away with the
i&ea that the appeara!ce health a!& behavior of a! or$a!ism are e!tirely a fu!ctio! of
$e!es a!& i!herita!ce8 >ut of course the e!viro!me!t plays a ma:or role i! &etermi!i!$
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )) of 13+
161
162
163
656
657
658
659
660
164
165
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 34/174
First 60-Day Public Review DraftNovember 2015
a! or$a!ism;s characteristics8 Pla!ts are especially respo!sive to the e!viro!me!t8 (his
maes se!se si!ce u!lie a!imals pla!ts ca!!ot move to fi!& water or escape a!
attac8 Pla!ts are literally rooted i! o!e place8 (hus they have to cha!$e the shape of
their bo&ies to respo!& to co!&itio!s8 #ome pla!ts have &efe!se mecha!isms to help
e!sure their survival8 #ee&li!$s $row! i! the sha&e must $row very tall to reach the
li$ht8 "f you have ever $row! pla!ts o! a classroom wi!&owsill where li$ht te!&s to be
poor you mi$ht have see! these tall spi!&ly see&li!$s8 ,he! a! i!sect attacs a pla!t
the pla!t may pro&uce chemicals throu$hout its bo&y parts that mae it taste ba& a!&
help repel further attacs8 The differences in leaf size are adaptations that have evolved
to help plants maximize photosynthesis and save water. Plants take up water from the
soil and most of that water travels up the plant to the leaves and then is lost to the air.
Larger leaves lose water faster. In environments where there is plenty of water, leaves
can be large to provide maximum surface area for photosynthesis. In dry environments,
leaves tend to be small to limit water loss. The needles of pine trees are thought to have
evolved both as a way to save water and help the leaves survive cold temperatures.
(he e!viro!me!t also i!flue!ces a!imals8 #i! ta!s i! respo!se to ultraviolet
li$ht e.posure8 /s salmo! swim from the ocea! to freshwater their $ills cha!$e8 !e ofthe most importa!t co!cepts i! biolo$y is that cha!$es i! respo!se to the e!viro!me!t
4Iac7uire& traitsJ are !ot passe& o! to offspri!$8 !ly traits e!co&e& i! $e!es are
passe& o! to offspri!$8 "t is i!teresti!$ to !ote that &iscoveries about $e!es i! the last
&eca&e have be$u! to challe!$e this co!cept8 (he !ew scie!ce of epigenetics
e.ami!es how the e!viro!me!t ca! i!&uce cha!$es to the $e!es of or$a!ism that i!
some cases have bee! show! to be i!herite& from o!e $e!eratio! to the !e.t8
(here are limits to the effect of the e!viro!me!t o! or$a!isms8 For e.ample a!
a!imal $row! i! low-li$ht co!&itio!s will !ot &evelop e.tra eyes to help it see i! the &ar8
#ome cha!$es that may seem to be i!&uce& by the e!viro!me!t are actually a result of
$e!etics8 For e.ample a!imals that live i! s!owy places $row white fur i! the wi!ter
a!& brow! fur i! the summer for camoufla$e8 (his cha!$e is N( i!&uce& by the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )+ of 13+
166
167
168
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
169
170
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 35/174
First 60-Day Public Review DraftNovember 2015
e!viro!me!t but is a $e!etic a&aptatio! that evolve& because it helps the a!imals
survive8
Chil&hoo& obesity a ma:or co!cer! to&ay is a! e.te!sio! of this topic 4a!& coul&
be a topic for a classroom i!ter&iscipli!ary &iscussio! of health a!& scie!ce8 besity is
typically a result of both $e!etics a!& e!viro!me!t8 i$h-calorie a!& hi$h-su$ar &iets
have the pote!tial to lea& to wei$ht $ai! a!& obesity8 owever some chil&re! &ue to
$e!etics will $ai! wei$ht more rea&ily a!& have a $reater cha!ce to &evelop obesity
tha! peers8
Discipli!ary core i&ea )-'#+-+ is closely relate& to )-'#+-2 a!& sets the sta$e for
u!&ersta!&i!$ the co!cept of !atural selectio!8 "! almost every ecosystem we !ow of
more pla!ts a!& a!imals are bor! tha! ca! ultimately survive8 'imitatio!s o! e!er$y
4foo& or li$ht a!& space 4i!clu&i!$ water !utrie!ts a!& shelter mea!s that pla!ts a!&
a!imals must compete to survive a!& repro&uce8 >ut !o two or$a!isms 4eve! of the
same species are e.actly alie8 ariatio! betwee! or$a!isms is create& by small
&iffere!ces i! $e!es8 (hese small &iffere!ces tip the scales i! favor of o!e or$a!ism or
a!other allowi!$ that successful or$a!ism to survive a!& repro&uce passi!$ o! its
traits o!to the !e.t $e!eratio!8
(his core i&ea focuses o! co!structi!$ a! arguent based on evidence8 "!
every ecosystem arou!& the worl& scie!tists are tryi!$ to fi!& evi&e!ce that supporte!viro!me!tal i!flue!ces8 (here are ma!y factors to co!si&er livi!$ a!& !o!-livi!$ that
&etermi!e the !umber of species a!& the !umber of i!&ivi&uals that ca! survive i! a!y
$ive! ecosystem8 B!&ersta!&i!$ ecosystem &y!amics helps us pre&ict how species
ca! be affecte& by !atural a!& huma!-ma&e cha!$es to a! area8 Cha!$es ca! be
physical 4&rou$ht &estructio! of the habitat lie roa& co!structio! or housi!$
&evelopme!ts etc8 or biolo$ical 4i!tro&uctio! of a !ew species rei!tro&uctio! of
pre&ators etc88
Fossils of hu$e &ra$o!flies 4with bo&ies as lo!$ as your arm have bee!
&iscovere& which &ate bac millio!s of years to appro.imately whe! the &i!osaurs were
alive8 (o&ay we u!&ersta!& how i!sects tae i! o.y$e! a!& $et ri& of carbo! &io.i&e
&uri!$ respiratio!8 (he i!sect respiratio! system especially the ability to &eliver o.y$e!
to muscles is a ma:or factor that limits how bi$ a! i!sect ca! $et8 Rather tha! havi!$ a
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )5 of 13+
171
172
173
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
174
175
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 36/174
First 60-Day Public Review DraftNovember 2015
series of bloo& vessels to carry o.y$e! the o.y$e! :ust &iffuses throu$h the i!sect;s
tissues i! what is referre& to as a! Iope!J circulatory system8 ,e !ow !ow that the
$ia!t i!sects of the past evolve& &uri!$ a perio& whe! o.y$e! levels i! the atmosphere
were hi$her tha! to&ay;s level8 /s o.y$e! levels &roppe& to curre!t levels the lar$est
i!sects became e.ti!ct a!& smaller species persiste&8
(escription of the Instructional Segent
(his i!structio!al se$me!t o! ecosystems
a!& i!ter&epe!&e!ce is &ivi&e& i!to four parts% Part
1, *ffects of the *!viro!me!t o! r$a!isms< Part 2,
*vi&e!ce of Past r$a!isms a!& *!viro!me!ts%
Fossils< Part )- Cha!$es to the *cosystem a!&
*ffects< a!& Part +- roup >ehaviors
ffects of the nvironment on 1rganisms
#tu&e!ts start by looi!$ at samples of local a!imals a!&Mor pla!ts a!& &escribe
their observe& features8 (hey propose i&eas of local areas where they came from8
*!$a$e the stu&e!ts by asi!$ I&here else can we find these organisms today'
#tu&e!ts the! e.plore usi!$ &i$ital me&ia that simulates curre!t e!viro!me!ts a!&or$a!isms8 #tu&e!ts match or$a!isms with e!viro!me!ts a!& i!&icate what
e!viro!me!tal features help these or$a!isms a&apt well there8 (his is a! opportu!ity to
hi$hli$ht the crosscutti!$ !ature of cause and effect relatio!ships8 *!viro!me!ts may
i!clu&e% tropical rai!forests salt marshes &eserts prairies a!& arctic8 "t woul& be
helpful to provi&e realia i! the classroom setti!$ a!& pictures of the &iffere!t types of
e!viro!me!ts8 r$a!isms may i!clu&e e.amples of various pla!ts a!& a!imals such as
i!sects amphibia!s reptiles bir&s a!& mammals8 (his helps stu&e!ts start to loo for
evi&e!ce that i! a particular habitat some or$a!isms ca! survive well some survive less
well a!& some ca!!ot survive at all3 #tu&e!ts coul& &o a matchi!$ $ame with a part!er
a!& have them e.plai! what type of or$a!ism live i! what type of e!viro!me!t8 (his
matchi!$ $ame coul& also provi&e photos of or$a!isms that live i! various
e!viro!me!ts to reiterate the fact that there are possibly more tha! o!e correct a!swer8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )6 of 13+
*'/ *'D Co!!ectio!(he /chieve the Core ,eb sitehas a li! to a collectio! ofscie!ce te.ts with te.t-&epe!&e!t 7uestio!s that coul&be use& as rea&i!$ materialsseehttp%MMwww8rea&wor&s8or$Mspotli
$ht-o!-scie!ce95208 Possiblerelate& te.ts i!clu&e I! #hayrou!&J I>ac from the >ri!JI>lue >loo&s of the #eaJ a!&Coral Reef oes Di$ital8J
176
177
178
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
179
180
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 37/174
First 60-Day Public Review DraftNovember 2015
(he ey to this activity is !ot if the a!swer is ri$ht or wro!$ but for the stu&e!ts to
e!$a$e i! ar$ume!ts from the evi&e!ce i! the photos8
/ closer loo at a! e!viro!me!t ca! help stu&e!ts classify livi!$ a!& !o!-livi!$
factors that affect survival8 (he or$a!isms a!& their habitat mae up a system i! which
the parts &epe!& o! each other8 (he livi!$ factors i!clu&e a!imals pla!ts a!& mol&s8
(he !o!-livi!$ factors i!clu&e soil temperature water a!& li$ht8 / classroom terrarium
or fish ta! coul& help stu&e!ts investigate these factors a!& odel how to measure
cha!$es over time8
(he e!viro!me!t also affects the probability of survival of traits i! a populatio!
a!& the way i!&ivi&ual or$a!isms $row a!& &evelop8 #ome pla!t a!& a!imal
characteristics result from i!&ivi&uals; i!teractio!s with the e!viro!me!t which ca!
ra!$e from amou!t of water to &iet to lear!e& behaviors8 #tu&e!ts loo at o!e type of
or$a!ism a!& feature 4for e.ample a willow tree a!& its hei$ht a!& search for
i!formatio! o! how the same tree ca! be smaller closer to the artic tha! the e7uator
4reaso!s% less li$ht a!& poor soil8 Competitio! for the same resources i! a!
e!viro!me!t 4e8$8 foo& space or shelter may favor a &omi!a!t a!imal while other
factors 4e8$8 other competitors pre&ators or &isease may !ot8 Pla!ts rely mostly o!
!o!-livi!$ e!viro!me!tal factors 4e8$8 soil temperature water li$ht a!& sometimes
livi!$ or$a!isms 4&ispersio! of see&s8 Differe!t pla!t features are a&apte& to &iffere!te!viro!me!ts 4e8$8 shape a!& type of leaves of &esert pla!ts &iffer from those of river
valley pla!ts8 #ome or$a!isms &epe!& o! each other for survival 4e8$8 clow!fish a!&
sea a!emo!e acacia a!& a!ts or i!sects a!& flowers8 (hese e.perie!ces hi$hli$ht the
importa!ce of cause and effect i! u!&ersta!&i!$ how the e!viro!me!t impacts
or$a!isms8
(hir& $ra&ers are e.pecte& to &evelop a! u!&ersta!&i!$ of the i&ea that whe!
the e!viro!me!t cha!$es some or$a!isms survive a!& repro&uce some move to !ew
locatio!s or some &ie8 *.amples of evi&e!ce coul& i!clu&e !ee&s a!& characteristics of
the or$a!isms a!& habitats i!volve&8 For e.ample amphibia!s woul& !ee& a moist
e!viro!me!t8 /mphibia!s start their life cycle i! water with $ills a!& as they a$e they
&evelop lu!$s allowi!$ them to survive o! la!&8
When scientists look at plant leaves, they notice some common patterns in plant
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )3 of 13+
181
182
183
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
184
185
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 38/174
First 60-Day Public Review DraftNovember 2015
leaf shape and size that are related to the physical environment. Desert plants have
smaller leaves, while rain forest plants can host leaves bigger than a child. Forests in
some areas have trees with broad leaves that fall off in the winter, while trees in other
areas have thin needles. Why? At the third grade, students should be able to recognize
the patterns and begin toask questions about why they have developed.
vidence of past organisms and environments: fossils
Fossils are evidence of ancient life existence and they are found in layers of rock.
Fossils preserve the shape of a part of an ancient organism’s body that lived (or died) in
this exact spot. From the previous instructional segment, students know that the shape
and size of different parts of an organism can depend upon the environmental
conditions. Even if the organism is long extinct and we cannot find it on Earth today, it
may show evidence of the same adaptations of modern plants or animals. When
students observe a fossil at one location that looks very different from the organisms
that live in that spot today, they know that the environment must have changed since the
ancient organism was alive (3-LS4-1).
An urban example of a fossil is where imprints of a leaf or footprints of a dog are
trapped in the concrete. If available, investigate using examples of imprints left in
concrete surrounding the school, a local fossil, or pictures of imprints and derive from
evidence (i.e., type of animal or plant it was) and what the local community may have
been like. In this case, you will probably determine that the environment has not
changed much since the sidewalk concrete dried because dogs still roam the
neighborhood and the same tree may still be growing beside the sidewalk. In California,
scientists have discovered some fossils that are very different from the organisms that
live here today. (Here is a set of images of fossils:
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )G of 13+
186
187
188
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
189
190
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 39/174
First 60-Day Public Review DraftNovember 2015
http://education.usgs.gov/lessons/schoolyard/fossils.html). For example, the fossils of
giant sea creatures are found in the hills and mountains around California, telling us that
these pieces of land were once under water (e.g., a Plesiosaur fossil found near Fresno)
The UC Museum of Paleontology (http://ucmpdb.berkeley.edu/) provides a
searchable database of fossils found in California counties.ther o!li!e resources
i!clu&e%
• http%MMwww8fossilmuseum8!etM*&ucatio!8htm
• http%MMwww8scie!cei&s8co8!MpicturesM&i!osaursMbo!es8html
#tu&e!ts ca! also cast fossils or ha!&le fossil mo&els to help them &isti!$uish
some features8
hanges to the cosystem and ffects
>y this time thir& $ra&ers will have e.ami!e& how the e!viro!me!t ca! effect a!
or$a!ism a!& the rich history fossils provi&e8 (here are two mai! co!cepts that are the
fou!&atio! for this !e.t sectio!% e!viro!me!tal co!&itio!s ca! effect the shape a!& sie
of or$a!isms a!& fossils are a recor& of or$a!isms that !o lo!$er e.ist but &emo!strate
the possible a&aptatio!s of mo&er! pla!ts or a!imals8 (he !e.t co!cept stu&e!t will
e.ami!e is what happe!s whe! there are cha!$es to the ecosystem8
(o support the stu&e!ts i! pla!!i!$ a!& carryi!$ out i!vesti$atio!s base& o! this
this 7uestio! of what happe!s whe! there are cha!$es to the ecosystem8 #tu&e!ts ca!
visit a local $ar&e! school-yar& or tae a fiel& trip to a! a7uatic e!viro!me!t 4stream
lae river or beach8 (hey ca! loo at the eleme!ts prese!t i! it a!& try to a!swer
7uestio!s such as% &here is the water coming from' &hat kind of plants live there'
&here are man!made additions' &hat are elements native to the systems' #tu&e!tsshare their !otes a!& place eleme!ts i!to a chart with ma!-ma&e or !atural eleme!ts8
#tu&e!ts the! rea& i!formatio!al te.ts a!& $ather evi&e!ce about how a !atural habitat
has cha!$e& as a result of o!e or more huma! activities 4R"8)81< ,8)838 (his is a!
importa!t scie!ce a!& e!$i!eeri!$ practice for this i!structio!al se$me!t% analy!ing
and interpreting data8 (hrou$h a teacher le& class &iscussio! stu&e!ts i&e!tify the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )K of 13+
191
192
193
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
194
195
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 40/174
First 60-Day Public Review DraftNovember 2015
types of e!viro!me!tal cha!$es that are &escribe& i! the te.t such as cha!$es i! la!&
characteristics water &istributio! temperature soil a!& pla!t a!& a!imal life8 (his
helps them &etermi!e the mai! i&ea of the te.tLhuma! activities have resulte& i!
cha!$es to the !atural habitat8 #tu&e!ts select o!e of the &escribe& e!viro!me!tal
cha!$es a!& mae a list of the series of eve!ts they thi! mi$ht have cause& these
cha!$es usi!$ la!$ua$e that pertai!s to time se7ue!ce a!& cause and effect
4R"8)8)88
(he teacher taes the class outsi&e of the buil&i!$ to loo for e!viro!me!tal
cha!$es o! campus i! a !earby par at a !ature ce!ter or i! the local !ei$hborhoo&8
"! these areas stu&e!ts mi$ht fi!& places where pla!ts have bee! remove& a!&
replace& by paveme!t or bare patches of &irt soil has bee! &isturbe& as the result of
erosio! by water or litter has bee! pile& up8 #tu&e!ts $e!erate measureme!t &ata by
measuri!$ &isturbe& a!& u!&isturbe& areas usi!$ rulers8 (hey also mae a simple map
of the area they stu&ie& showi!$ the sies of &iffere!t &isturbe& areas8 "f it is !ot
possible to tae stu&e!ts outsi&e the teacher ca! show them before a!& after
photo$raphs of !atural habitats where huma!s have &isturbe& the area8 "t may be
!ecessary to help stu&e!ts i&e!tify comparable areas that show reco$!iable
e!viro!me!tal cha!$es8 For e.ample compari!$ a pave& play$rou!& a!& a !earby
$rassy or woo&e& area woul& allow them to observe cha!$es i! la!& characteristics orpla!t a!& a!imal life8
(his i!structio!al se$me!t is a particularly $oo& opportu!ity for helpi!$ stu&e!ts
&evelop u!&ersta!&i!$s of the crosscutti!$ co!cepts cause and effect a!& systems
and system models8 #pecifically a! i!formative rea&i!$ about e!viro!me!tal cha!$es
such as those that have tae! place i! Califor!ia;s coastal wetla!&s $ives teachers a!
opportu!ity to lea& focuse& &iscussio!s with stu&e!ts about the cha!$es that occur as a
result of huma! activities a!& the causes a!& effects of those e!viro!me!tal cha!$es8
(hrou$h these activities stu&e!ts ca! co!ti!ue &evelopi!$ their u!&ersta!&i!$ of
Califor!ia;s *!viro!me!tal Pri!ciples a!& Co!cepts8 "! particular this i!structio!al
se$me!t $ives them a! opportu!ity to i!vesti$ate e.amples relate& to Pri!ciple "" a!&
&iscover that% &irect a!& i!&irect cha!$es to !atural systems &ue to the $rowth of
huma! populatio!s a!& their co!sumptio! rates< metho&s use& to e.tract harvest
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +0 of 13+
196
197
198
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
199
200
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 41/174
First 60-Day Public Review DraftNovember 2015
tra!sport a!& co!sume !atural resources< a!& the e.pa!sio! a!& operatio! of huma!
commu!ities i!flue!ce the $eo$raphic e.te!t compositio! biolo$ical &iversity a!&
viability of !atural systems8
(he followi!$ vi$!ette is a! e.ample of how teachi!$ a!& lear!i!$ focuse& o!
the &iscipli!ary core i&eas '#+8C /&aptatio! a!& '#+8D >io&iversity a!& uma!s a!&
P*s )-'#+-)A+ >iolo$ical *volutio!% B!ity a!& Diversity mi$ht loo i! a thir&-$ra&e
classroom8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +1 of 13+
201
202
203
867
868
869
870
871
872
873
204
205
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 42/174
First 60-Day Public Review DraftNovember 2015
Grade Three :ignetteLiving Things in Changing Environents
Introduction
(he vi$!ette prese!ts a! e.ample of how teachi!$ a!& lear!i!$ may loo i! a
thir&-$ra&e classroom whe! the / 24SS are impleme!te&8 (he purpose is to illustrate
how a teacher e!$a$es stu&e!ts i! three-&ime!sio!al lear!i!$ by provi&i!$ them with
e.perie!ces a!& opportu!ities to &evelop a!& use the scie!ce a!& e!$i!eeri!$
practices a!& the crosscutti!$ co!cepts to u!&ersta!& the &iscipli!ary core i&eas
associate& with the topic i! the i!structio!al se$me!t8
"t is importa!t to !ote that the vi$!ette focuses o! o!ly a limite& !umber of
performa!ce e.pectatio!s8 "t shoul& !ot be viewe& as showi!$ all i!structio! !ecessary
to prepare stu&e!ts to fully achieve these performa!ce e.pectatio!s or complete the
i!structio!al se$me!t8 Neither &oes it i!&icate that the performa!ce e.pectatio!s shoul&
be tau$ht o!e at a time8
(he vi$!ette uses specific classroom co!te.ts a!& themes but it is !ot mea!t to
imply that this is the o!ly way or the best way i! which stu&e!ts are able to achieve the
i!&icate& performa!ce e.pectatio!s8 Rather the vi$!ette hi$hli$hts e.amples of
teachi!$ strate$ies or$a!iatio! of the lesso! structure a!& possible stu&e!ts;respo!ses8 /lso scie!ce i!structio! shoul& tae i!to accou!t that stu&e!t
u!&ersta!&i!$ buil&s over time a!& that some topics or i&eas re7uire activati!$ prior
!owle&$e a!& e.te!& that !owle&$e by revisiti!$ it throu$hout the course of a year8
(ays $,. ; <rganiss &esponding to Environental Change8
s8 Q &eci&es to use several eleme!ts of the Califor!ia **" u!it 8iving $hings in
hanging nvironments as the fou!&atio! for part three of her *cosystems a!&
"!ter&epe!&e!ce u!it8 #he uses the first two chapters of the levele& rea&er Sweetwater
6arsh 2ational &ildlife <efuge to i!tro&uce stu&e!ts to the marsh a!& the pla!ts a!&
a!imals that live there as a! e.ample of where huma!s have cha!$e& the habitat8 For
e.ample%
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +2 of 13+
206
207
208
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
209
210
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 43/174
First 60-Day Public Review DraftNovember 2015
I>el&i!$;s sava!!ah sparrows are e!&a!$ere& i! Califor!ia8 (hey use
piclewee& a!& other pla!ts to mae their !ests8 Putti!$ their !ests i! tall thic
piclewee& eeps the e$$s safe from water eve! at hi$h ti&e8J
I>el&i!$;s sava!!ah sparrows &epe!& o! the salt marsh as their habitat8 ,here
buil&i!$s roa&s or levees have replace& piclewee& these sparrows have fewer
places to !est8 (he more people a!& pets that &isturb their habitat the fewer pairs
will buil& !ests8J
/fter rea&i!$ Sweetwater 6arsh 2ational &ildlife <efuge stu&e!ts &iscusse& the
&iffere!t species that live i! this #outher! Califor!ia salt marsh habitat8 >ase& o! the
i!formatio! they $athere& from the rea&i!$ the class ma&e a mural with IbeforeJ a!&
IafterJ sectio!s where some stu&e!ts &rew the ori$i!al habitat a!& others showe& the
habitat after huma! activity8 (he stu&e!ts; &rawi!$s also showe& pla!ts a!& a!imals
specifically illustrati!$ some of the or$a!isms; !ee&s a!& a&aptatio!s for e.ample the
pla!ts were bir&s !este&8 (hey also illustrate& some of the cha!$es for e.ample the
a&&itio! of buil&i!$s roa&s a!& levees a!& cha!$es to the amou!t of piclewee& at the
marsh8 (his rea&i!$ a!& mural were the basis for a &iscussio! of how or$a!isms
respo!& to &iffere!t e!viro!me!tal cha!$es a!& i!tro&uce& stu&e!ts to the i&ea thatcha!$es to a! ecosystem ca! si$!ifica!tly affect the pla!ts a!& a!imals that live there8
"! or&er to rei!force the crosscutti!$ co!cept about systems and system
models s8 Q remi!&s the stu&e!ts that ecosystems are a! e.ample of a system8 #he
ass them to i&e!tify the salt marsh ecosystem compo!e!ts o! their mural8 #everal
stu&e!ts also poi!t out the bir&s !esti!$ i! the pla!ts as a! e.ample of a! i!teractio!
amo!$ the compo!e!ts of the ecosystem8
/fter completi!$ their mural s8 Q ase& the stu&e!ts several 7uestio!s about
the marsh its pla!ts a!& a!imals a!& how the habitat mi$ht cha!$e if more huma!-
activity occurs there8 #he focuses the stu&e!ts o! e!viro!me!tal cha!$es by asi!$
stu&e!ts to pre&ict a!swers to 7uestio!s lie I,hich pla!ts or a!imals will be affecte& if
the water becomes saltierJ a!& I"f the water i! all of the #a! Die$o >ay becomes
mu&&ier what mi$ht happe!J 4*el$rass coul& &isappear from the area8 (he stu&e!ts
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +) of 13+
211
212
213
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
214
215
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 44/174
First 60-Day Public Review DraftNovember 2015
mae brief !otes about the cha!$es &iscusse& &uri!$ the class meeti!$ a!& base& o!
their !otes a!& the &iscussio! stu&e!ts i&e!tify the mai! i&ea of the rea&erLhuma!
activities have resulte& i! cha!$es to the !atural habitat8
/s a formative assessme!t s8 Q &istributes a set of /ltering the Salt 6arsh
car&s to $roups of stu&e!ts a!& ass them to fi!& the car& that starts with IPower pla!ts
mae the temperature of the waterJ #he the! has the $roups &iscuss the effects of
power pla!ts o! the temperature of water8 s8 Q i!vites a stu&e!t volu!teer to share
their $roups a!swer to the 7uestio! Iow &o power pla!ts affect the temperature of
waterJ
/fter &iscussi!$ the other e!viro!me!tal cha!$es &escribe& o! the /ltering the
Salt 6arsh car&s s8 Q creates a class list of the e!viro!me!tal cha!$es o! the
whiteboar&8 (his list &escribes the cha!$es that have occurre& at #weetwater arsh
i!clu&i!$ cha!$es to the la!& from &re&$i!$ a!& buil&i!$ of &ams cha!$es to the
temperature a!& sali!ity of the water8 "t also &escribes the resulti!$ cha!$es to the
ma!y pla!ts a!& a!imals that live there such as piclewee& a!& the e!&a!$ere& li$ht-
foote& clapper rail Califor!ia least ter! a!& ,ester! s!owy plover8 #he the! ass the
stu&e!ts to mae a list of the series of eve!ts they thi! mi$ht have cause& these
e!viro!me!tal cha!$es8 Fi!ally she ass the chil&re! to re-e!$i!eer the solutio!s8 (he
chil&re! $e!erate more e!viro!me!tally frie!&ly solutio!s while co!si&eri!$ what thetech!olo$ies !ee& to &o 4criteria a!& reaso!able assumptio!s about co!strai!ts such
as available time materials a!& mo!ey8
(ay 0 ; Surviving in a Changing Environent8
(he &ay after the classroom a!alysis of e!viro!me!tal cha!$es at #weetwater
arsh s8 Q too her stu&e!ts o! a fiel& trip to visit the campus a!& local
!ei$hborhoo&8 4Note% "! preparatio! for this activity s8 Q i&e!tifie& three IcomparableJ
areas !ear the school where her stu&e!ts coul& see pla!ts a!& a!imals a!& observe
the effects of huma! activities8 >efore $oi!$ outsi&e s8 Q e.plai!e& to the stu&e!ts
that they woul& be $oi!$ o! the local fiel& trip to mae observatio!s a!& collect
evi&e!ce about e!viro!me!tal cha!$es o! campus a!& i! the local !ei$hborhoo&8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e ++ of 13+
216
217
218
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
219
220
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 45/174
First 60-Day Public Review DraftNovember 2015
!e of the thi!$s that the stu&e!ts observe& was that there were o!ly a few
pla!ts a!& a!imals o! their school $rou!&s8 s8 Q ha& the stu&e!ts mae !otes about
their observatio!s i! their scie!ce :our!als8 (he class the! be$a! wali!$ &ow! the
street mai!$ observatio!s a!& tai!$ !otes as they we!t by the houses a!& apartme!t
buil&i!$s i! the !ei$hborhoo&8 (hey soo! observe& that some areas ha& $ree! spaces
with &iffere!t i!&s of pla!ts a!& a!imals a!& saw ma!y bir&s sitti!$ o! the bra!ches of
the bushes a!& s7uirrels ru!!i!$ throu$h the yar&s8 (he last place they visite& was a
local par where they saw eve! more pla!ts a!& a!imals8
/s they wale& bac to the school a!& the! i!to their classroom s8 Q $ui&e& a
stu&e!t &iscussio! of similarities a!& &iffere!ces amo!$ the areas they visite& &uri!$
their Ifiel& trip8J #he ma&e a four-colum! list o! the boar& labele& IPlaceJ IDescriptio!
of /reaJ IPla!ts ,e #awJ a!& I/!imals ,e #aw8J ,ith their &ata recor&e& s8 Q
ase& the stu&e!ts to co!tribute to a list of the &iffere!ces i! the pla!ts a!imals a!&
IhabitatJ amo!$ the campus !ei$hborhoo& a!& par8 (he class the! be$a! a teacher-
$ui&e& &iscussio! to analy!e the &ata a!& what mi$ht have cause& these &iffere!ces
a!& the stu&e!ts i&e!tifie& a variety of huma! activities such as removi!$ trees
mai!$ streets pavi!$ the campus a!& buil&i!$ houses8 !ce they complete& their list
she ase& the stu&e!ts to i&e!tify the evidence they saw &uri!$ their fiel& trip that i! a
particular habitat some or$a!isms ca! survive well some survive less well a!& someca!!ot survive at all8 s8 Q recor&e& the stu&e!ts; evidence o! the boar&8
(ays 8,= ; Solving an Environental *roble8
(his fiel& trip $ave s8 Q a! opportu!ity to call stu&e!ts; atte!tio! to the
crosscutti!$ co!cept relate& to cause and effect 8 #he also lea&s the stu&e!ts throu$h
a &iscussio! about Califor!ia;s *!viro!me!tal Pri!ciples a!& Co!cepts specifically
Pri!ciple "" Co!cept c Ithe e.pa!sio! a!& operatio! of huma! commu!ities i!flue!ce the
$eo$raphic e.te!t compositio! biolo$ical &iversity a!& viability of !atural systems8J
s8 Q calle& the stu&e!ts; atte!tio! to the class list of the e!viro!me!tal cha!$es
that have occurre& at #weetwater arsh8 (hey the! rea& IRestori!$ the arshJ the
thir& chapter of the rea&er to lear! about some of the solutio!s to the problems cause&
by the e!viro!me!tal cha!$es that occurre& at #weetwater arsh8 ,he! they
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +5 of 13+
221
222
223
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
224
225
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 46/174
First 60-Day Public Review DraftNovember 2015
complete& their rea&i!$ s8 Q le& a &iscussio! that ha& the stu&e!ts i&e!tify the
solutio!s to the e!viro!me!tal cha!$es &iscusse& i! the te.t a!& mae claims about the
merits of the &iffere!t solutio!s to use as evidence i! their ar$ume!ts8
>ase& o! what they &iscusse& about the &esi$! solutio!s use& at #weetwater
arsh the teacher ase& stu&e!ts to select o!e of the e!viro!me!tal cha!$es they
observe& &uri!$ their fiel& trip8 (he stu&e!ts were most i!tereste& i! what they
observe& o! campus very few pla!ts a!& a!imals8 (herefore s8 Q i!structe& them to
write a brief i!formative te.t that identified this proble a!& &escribe& possible
solutions mai!$ claims about the merits of their i!&ivi&ual i&eas8 #tu&e!ts ma&e brief
prese!tatio!s about their i&eas a!& argued for their propose& solutio!s8 /s a class
they &eci&e& that they wa!te& to impleme!t a pla! to mae a small $ar&e! of !ative
pla!ts i! a! ope! area of the play$rou!&8 ,ori!$ i! teams of three stu&e!ts create&
a!& prese!te& alter!ative &esi$!s for their !ative pla!t $ar&e!s8 /s a whole class they
chose the three &esi$!s they lie& most8 'ater i! the wee they we!t out o!to the
campus a!& use& their rulers to measure the possible $ar&e! plots8 (hey retur!e& to
the classroom a!& s8 Q i!structe& them how to use the measureme!ts they ha& ma&e
to rei!force what they ha& lear!e& about area a!& perimeter &uri!$ their rece!t math
lesso!s8
#o that they coul& co!ti!ue pla!!i!$ their $ar&e!s a!& refi!i!$ their &esi$!sstu&e!ts we!t to the "!ter!et to research i!formatio! about establishi!$ a !ative pla!t
$ar&e! i!clu&i!$ the cost of the pla!ts soil a!& other supplies8 ,ith this i!formatio!
available s8 Q help them estimate the !umber of pla!ts they woul& !ee& a!& calculate
the cost of each of the &esi$!s they were compari!$8 >ase& o! their calculatio!s a!&
the amou!t of mo!ey that s8 Q ha& i! her $ar&e! fu!& the stu&e!ts refi!e& their
&esi$!s to fit the space a!& bu&$et they ha& available8 (he stu&e!ts i!vite& their
pri!cipal to visit the classroom a!& prese!te& their i&eas about creati!$ a !ative pla!t
$ar&e! o! campus8 #he was so impresse& with their wor that she $ave them
permissio! to buil& the $ar&e!8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +6 of 13+
226
227
228
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
1016
1017
1018
1019
1020
1021
1022
1023
1024
229
230
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 47/174
First 60-Day Public Review DraftNovember 2015
*erforance E"pectations
+,LS.,+ 1iological Evolution% 9nity and (iversityonstruct an argument with evidence that in a particular habitat some organisms cansurvive well, some survive less well, and some cannot survive at all.
+,LS.,. 1iological Evolution% 9nity and (iversity6ake 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.
Science and engineeringpractices
(isciplinary core ideas Cross cutting concepts
'naly!ing andInterpreting (ata
/nalyze and interpret datato make sense of
phenomena using logicalreasoning.
ConstructingE"planations and(esigning Solutions7se evidence "e.g.,observations, patterns# toconstruct an e%planation.
Engaging in 'rguentfro Evidenceonstruct an argumentwith evidence.6ake a claim about themerit of a solution to a
problem by citing relevantevidence about how itmeets the criteria andconstraints of the problem.
LS.3C 'daptation0or any particularenvironment, some kinds oforganisms survive well,
some survive less well, andsome cannot survive at all.
LS.3( 1iodiversity and)uans
+opulations live in a varietyof habitats, and change inthose habitats affects theorganisms living there.
Cause and Effectause and effectrelationships are routinelyidentified and used to
e%plain change.
Systes and Syste4odels
/ system can be describedin terms of its componentsand their interactions.
California6s Environental *rinciples and Concepts
*rinciple II% $he long!term functioning and health of terrestrial, freshwater, coastaland marine ecosystems are influenced by their relationships with human societies.
Concept a3 3irect and indirect changes to natural systems due to the growth ofhuman populations and their consumption rates influence the geographic e%tent,composition, biological diversity, and viability of natural systems.Concept b3 6ethods used to e%tract, harvest, transport and consume naturalresources influence the geographic e%tent, composition, biological diversity, and
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +3 of 13+
231
232
233
234
235
236
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 48/174
First 60-Day Public Review DraftNovember 2015
viability of natural systems.Concept c3 $he e%pansion and operation of human communities influences thegeographic e%tent, composition, biological diversity, and viability of natural systems.
Connections to the C' CCSS for EL'5Literacy% &I3+3$# &I3+3-# &I3+3+# W3+3-# W3+3+
Connections to the C' CCSS4% 4*30# 4*38
:ignette (ebrief
(he / 24SS re7uire that stu&e!ts e!$a$e i! scie!ce a!& e!$i!eeri!$
practices to &evelop &eeper u!&ersta!&i!$ of the &iscipli!ary core i&eas a!&
crosscutti!$ co!cepts8 (he lesso!s $ive stu&e!ts multiple opportu!ities to e!$a$e with
the core i&eas i! life scie!ces 4biolo$ical evolutio! a!& e!viro!me!tal cha!$es
helpi!$ them to move towar&s mastery of the three compo!e!ts &escribe& i! the /
24SS performa!ce e.pectatio!8
"! this vi$!ette the teacher selecte& two performa!ce e.pectatio!s but i! the
lesso!s &escribe& above she o!ly e!$a$e& stu&e!ts i! selecte& portio!s of these P*s8
Full mastery of these P*s will be achieve& throu$hout subse7ue!t i!structio!al
se$me!ts8
#tu&e!ts were e!$a$e& i! a !umber of scie!ce practices with a focus o!
analy!ing and interpreting data constructing e"planations and designing
solutions a!& engaging in arguent fro evidence8
>ase& o! their firstha!& observatio!s i! the local area they &iscovere& the
types of pla!ts a!& a!imals that live& !ear the school collecte& evi&e!ce about
e!viro!me!tal cha!$es a!& the effects of those cha!$es o! or$a!isms8 avi!$
&evelope& their basic !owle&$e about e!viro!me!tal cha!$es a!& their effects o!
pla!ts a!& a!imals stu&e!ts i&e!tifie& a! e!viro!me!tal cha!$e they wa!te& to
i!vesti$ate further8 (his ultimately le& them to &esi$! propose a!& compare several
possible solutio!s to what they ha& observe&8
(he fiel& trip a!& subse7ue!t class &iscussio!s provi&e& a co!te.t withi! which
the stu&e!ts coul& be$i! frami!$ their &evelopi!$ !owle&$e about compo!e!ts a!&
i!teractio!s i! !atural systems a!& how what they observe& relate& to Califor!ia
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +G of 13+
237
238
239
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
240
243
244
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 49/174
First 60-Day Public Review DraftNovember 2015
*!viro!me!tal Pri!ciple "" Co!cept c re$ar&i!$ how Ithe e.pa!sio! a!& operatio! of
huma! commu!ities i!flue!ces the $eo$raphic e.te!t compositio! biolo$ical &iversity
a!& viability of !atural systems8J "! a&&itio! these e.perie!ces offere& a! opportu!ity
for stu&e!ts to be$i! &evelopi!$ their u!&ersta!&i!$ of the crosscutti!$ co!cept of
cause and effect 8
CCSS Connections to English Language 'rts and 4atheatics
#tu&e!ts use& the te.t i! Sweetwater 6arsh 2ational &ildlife <efuge as the
basis for &escribi!$ the relatio!ships betwee! a series of historical eve!ts scie!tific
i&eas a!& co!cepts associate& with the effects of huma! activities o! the pla!ts a!&
a!imals that live i! the marsh8 (hey the! i&e!tifie& the mai! i&eas withi! the rea&er
base& o! their !otes a!& 7uestio!s a!& a!swers &uri!$ a class &iscussio!8 (hese
activities correspo!& to the / SS for 8/58iteracy Rea&i!$ "!formatio!al (e.t
#ta!&ar& ) 4R"8)81 R"8)82 R"8)8)8 "! a&&itio! they rei!force& their writi!$ sills by tai!$
brief !otes from pri!t sources a!& writi!$ a! i!formative te.t that i&e!tifie& problems i! the
marsh a!& possible solutio!s correspo!&i!$ to ,riti!$ #ta!&ar& ) 4,8)82 ,8)8)8
,hile &evelopi!$ the &esi$!s for their !ative pla!t $ar&e!s stu&e!ts were
challe!$e& to use rulers to measure possible $ar&e! plots with precisio! applyi!$ the
C/ CC## #ta!&ar&s for athematical Practice 5 a!& 6 4P85 P868 (hey alsocalculate& the costs of the alter!ative &esi$!s a!& use& this i!formatio! a!& other
co!si&eratio!s to refi!e their &esi$!s to fit the available space a!& bu&$et8
/&&itio!ally this activity rei!forces what stu&e!ts ha& lear!e& about area a!& perimeter
&uri!$ previous lesso!s8
4*30 Bse appropriate tools strate$ically84*38 /tte!& to precisio!8
&esources for the :ignette
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +K of 13+
245
246
247
1050
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
248
251
252
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 50/174
First 60-Day Public Review DraftNovember 2015
• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 8iving $hings in
hanging nvironments. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8
4roup ehaviors and cosystems
&hy do bees form a hive' (ow do penguins keep their eggs from freezing
#tu&e!ts i! thir& $ra&e collect observatio!al &ata o! how or$a!isms i!teract i! $roups
to be!efit i!&ivi&uals withi! the $roup8 #cie!ce e.perie!ces for thir& $ra&ers ca! i!clu&e
activities a!& $ames where teams complete tass that hi$hli$ht the pote!tial i!&ivi&ual
be!efits of cooperative behavior8 *.amples of a!imals i! the wil& such as $roups of
pe!$ui!s i! the artic ebras i! /frica schools of fish 4see fi$ure 3 or mi$rati!$ bir&s
&emo!strate $roup behaviors that be!efit $roup i!ter&epe!&e!ce8 roup behaviors are
fou!& i! or$a!isms ra!$i!$ from u!icellular mol&s to a!ts to primates i!clu&i!$
huma!s8 a!y species with a stro!$ &rive for social affiliatio! live i! $roups forme&
base& o! $e!etic relate&!ess physical pro.imity or other reco$!itio! mecha!isms
4which may be species specific8 roup behavior ca! i!crease the cha!ces of survival
for i!&ivi&uals a!& their relatives8 ,hile some $roups are stable over lo!$ perio&s of
time others are flui& with members movi!$ i! a!& out8 roups cha!$e over time for
e.ample they may brea up if their sie or operatio! becomes cou!terpro&uctive if
&omi!a!t members lose their place or if other ey members are remove& from the
$roup8 roup i!ter&epe!&e!ce is so stro!$ a trait that a!imals that usually live i! $roups
suffer behaviorally as well as physiolo$ically whe! reare& i! isolatio! eve! if all of their
physical !ee&s are met8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 50 of 13+
253
254
255
1080
1081
1082
1083
1084
1085
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
256
259
260
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 51/174
First 60-Day Public Review DraftNovember 2015
Figure =% #ome a!imals lie fish may school or form a$$re$atio!s for ma!y reaso!s
i!clu&i!$ fora$i!$ repro&uctio! a!& &efe!se from pre&ators8 4>oatt Press 2015
,hile e.ami!i!$ $roup behaviors of a!imals stu&e!ts ca! e.plore computer
simulatio!s8 (his provi&es a $oo& opportu!ity to have stu&e!ts i!vesti$ate odels of a
phe!ome!a with computer simulatio!s to help stu&e!ts visualie a system that shows
$roup behaviors i! ecosystems8 Crai$ Rey!ol&s 41KG3 publishe& a paper where he
e.plore& computer simulatio!s of flocs her&s a!& schools8 e was able to create a
computer simulatio!8 (his computer mo&el e.ami!e& a!imal motio! such as bir& flocs
a!& fish schools 4fi$ure G88 /!other $oo& e.ample is the a!ts a!& pheromo!es
simulatio! from Net'o$o 4Fi$ure K below8 Net'o$o is a multi-a$e!t pro$rammable
mo&eli!$ e!viro!me!t use& by te!s of thousa!&s of stu&e!ts teachers a!&
researchers worl&wi&e a!& fou!& at https%MMccl8!orthwester!8e&uM!etlo$oM 8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 51 of 13+
261
262
263
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
264
267
268
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 52/174
First 60-Day Public Review DraftNovember 2015
Figure >% (his is a &epictio! of the simulate& bir&-oi& ob:ect 4>"D floc avoi&i!$
cyli!&rical obstacles 41KG6
Figure ?% "! this Net'o$o a!ts computer simulatio! a!ts 4re& leave a trail of
pheromo!es 4white that helps other a!ts fi!& foo& 4blue arou!& their !est 4purple8
(his is a mo&el of biolo$ical phe!ome!a that helps stu&e!ts co!struct e.pla!atio!s
usi!$ a mo&el8 4Net'o$o 2015
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 52 of 13+
269
270
271
1117
1118
1119
1120
1121
1122
1123
1124
1125
1126
1127
272
275
276
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 53/174
First 60-Day Public Review DraftNovember 2015
ra&e (hree = "!structio!al #e$me!t +% ,eather Climate a!& "mpacts
Students experience weather every day of their life and have a large body of prior
knowledge even in the early elementary grades. They can often describe the weather at
different times of year and in different parts of the world using rich descriptions, but this
instructional segment will push them to describing these conditions using numbers
(scale, proportion, and quantity).
Grade Three,Instructional Segent .% Weather# Cliate and Ipacts
&hat is typical weather in different parts of the world'
&hat is typical weather in different times of the year'
&hat weather patterns are common for different seasons'
(ow can the impact of weather!related hazards be reduced'*
Crosscutting concepts% +atterns, ause - ffects
Science and Engineering *ractices% /nalyzing and Interpreting 3ata; 1btaining and
valuating and ommunicating Information.
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
+,ESS-,$ &epresent data in tables and graphical displays to describe typical
7eather conditions during a particular season3 EClarificatio! #tateme!t%*.amples of &ata coul& i!clu&e avera$e temperature precipitatio! a!& wi!&
&irectio!8 E /ssessment oundary: /ssessment of graphical displays is limited
to pictographs and bar graphs. /ssessment does not include climate change.
+,ESS-,- <btain and cobine inforation to describe cliates in different
regions of the 7orld3
E(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8
+, ESS+,$ 4ake a clai about the erit of a design solution that reduces the
ipacts of a 7eather,related ha!ard3 HEClarificatio! #tateme!t% *.amples of
&esi$! solutio!s to weather-relate& haar&s coul& i!clu&e barriers to preve!t
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 5) of 13+
277
278
279
1128
1129
1130
1131
1132
1133
1134
1135
280
283
284
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 54/174
First 60-Day Public Review DraftNovember 2015
floo&i!$ wi!& resista!t roofs a!& li$ht!i!$ ro&s8
+,0,ETS,$ (efine a siple design proble reflecting a need or a 7ant that
includes specified criteria for success and constraints on aterials# tie#
or cost3
E(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8
+,0,ETS,- Generate and copare ultiple possible solutions to a proble based
on ho7 7ell each is likely to eet the criteria and constraints of the
proble3
E(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8
*$he performance e%pectations marked with an asterisk integrate traditional science content
with engineering through a science and engineering practice or disciplinary core idea.
1ackground for Teachers
"! this i!structio!al se$me!t stu&e!ts a!alye a!& i!terpret &ata to &escribe
typical weather co!&itio!s e.pecte& &uri!$ a particular seaso! a!& i! &iffere!t re$io!s
of the worl&8 >y applyi!$ their u!&ersta!&i!$ of weather-relate& haar&s stu&e!ts are
able to ar$ue from evi&e!ce about the merit of a &esi$! solutio! that re&uces theimpacts of such haar&s8 #tu&e!ts are asking questions lie% &hat is typical weather
in my local region' (ow does it compare to other areas of alifornia' 3oes it change
during the year' &hat weather patterns are common for different seasons' &hat
weather!related hazards are in my region' (ow can we reduce weather!related
hazards'
(hrou$h e.ploratio! of multiple e.amples stu&e!ts &evelop a! u!&ersta!&i!$ of
the &isti!ctio! betwee! weather a!& climate8 ,eather which varies from &ay to &ay a!&
seaso!ally throu$hout the year is the co!&itio! of the atmosphere at a $ive! place a!&
time8Even though the weather changes all the time, there are certain weather patterns
that repeat each year at each spot on Earth. For example, it almost never snows in San
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 5+ of 13+
285
286
287
1136
1137
1138
1139
1140
1141
1142
1143
1144
1145
1146
1147
1148
1149
1150
1151
288
291
292
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 55/174
First 60-Day Public Review DraftNovember 2015
Francisco or Los Angeles, but it does snow every year in the mountains near Lake
Tahoe or Big Bear, a short drive from those cities. Snow only comes during the winter
season in California’s mountains, but other places on Earth like Antarctica receive snow
year-round.Climate is lo!$er term a!& locatio! se!sitive< it is the ra!$e of a re$io!;s
weather over o!e year or ma!y years8 >ecause it &epe!&s o! latitu&e a!& $eo$raphy
climate varies from place to place8 ,eather a!& climate are shape& by comple.
i!teractio!s i!volvi!$ su!li$ht the ocea! the atmosphere ice la!&forms a!& livi!$
thi!$s8 (hese i!teractio!s ca! &rive cha!$es that occur over multiple time scalesLfrom
hours &ays wees a!& mo!ths for weather to years &eca&es ce!turies a!& beyo!&
for climate8
(escription of Instructional Segent
As part of this instructional segment on
weather, climate and impacts, students can collect
weather data such as temperature, precipitation,
humidity, barometric pressure, and wind direction
at their school site over the course of a season
from publically available sources (e.g.
http://www.weather.gov ). Alternatively, under the
SEP ofasking questions and defining
problems: (3–5-ETS1-1) Define a simple design
problem that can be solved through the
development of an object, tool, process, or system
and includes several criteria for success and constraints on materials, time, or cost. (3–
5-ETS1-1) as an engineering extension, students could design and build a weather
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 55 of 13+
*'/ *'D Co!!ectio!For a&&itio!al bac$rou!&i!formatio! from &iffere!tsources stu&e!ts ca!i!vesti$ate the Climate ?i&sN/#/;s *ye o! the *arth ,ebsite at
http%MMclimatei&s8!asa8$ovMclimate-cha!$e-mea!i!$M thata&&resses weather a!& climateissues8 #tu&e!ts ca! alsocompare importa!t poi!ts a!&&etails from &iffere!ti!formatio!al te.ts such aslimates by (heresa /lberti$he 6agic School us and thelimate hallenge by Qoa!!aCole a!& limate 6aps by "a!
F8 aha!ey8
293
294
295
1152
1153
1154
1155
1156
1157
1158
1159
1160
1161
1162
1163
1164
1165
1166
1167
1168
1169
1170
1171
1172
1173
1174
1175
1176
296
299
300
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 56/174
First 60-Day Public Review DraftNovember 2015
station to collect weather data about their school site (an example of a publically
available lesson plan offered by NOAA is available at:
http://oceanservice.noaa.gov/education/for_fun/BuildyourownWeatherStation.pdf).
Weather data is an excellent platform to have students look for patterns and make
cause and effect arguments. Further, it provides ample opportunity for students to
obtain, evaluate, and communicate information through graphic displays, including
pictographs and bar graphs.
Moving beyond their school site, student can make further use of publicly
available sources to plan and carry out investigations based on a region of the world
and presents the same types of data. Students can present their findings to the group
with a culminating activity including collecting and sharing students’ work across a
variety of regional climates to generate a global picture of the variety of climates thus
supporting the SEP ofobtaining, evaluating, and communicating information.
From instructional segment 2, students
know that the physical environment plays a major
role in determining the types of plants and animals
that live in a region, and climate is an excellent
example of such a physical factor. As students
study major climate zones, they can relate them to
the types of plant life that thrives in different parts
of the world (analyzing and interpreting data).
Students might notice important patterns such as
the banding of specific biomes at different latitudes and differences between the biomes
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 56 of 13+
ath Co!!ectio!easure effects of e!viro!me!t
o! the $rowth of see&li!$s8• *ffects of &rou$ht
• #oil vs8 hy&ropo!ics
• /mou!t of su!li$ht hours
per &ay
#tu&e!ts woul& mae &ailyobservatio!s of each pla!recor&i!$ hei$ht measureme!t
!umber of leaves color setchor hoto etc8
301
302
303
1177
1178
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190
1191
1192
1193
1194
1195
1196
1197
1198
1199
304
307
308
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 57/174
First 60-Day Public Review DraftNovember 2015
along the coast versus the interior of some continents (including distinct bands along the
coast). Each of these patterns is evidence of specific phenomenon that students will
explore in middle school and they will be able toconstruct explanations based on
what evidence they collected (MS-ESS2-6).
(heCA NGSS emphasize students’ ability to describe the differences between
the climate characteristics of the different climate zones. However, it does not require
that students know or recognize the names of any of Earth’s biomes. A focus on such
terminology could distract from the real goal of honing students' ability to make
observations, recognize patterns in those observations,ask questions about what
might becausing them, and thenengage in arguments from evidence.
Engineering Connection:
/ variety of haar&s results from !atural weather
processes 4e8$8 floo&s coastal erosio! &rou$hts wi!&
precipitatio! or s!ow8 uma!s ca!!ot elimi!ate !atural haar&s
but ca! tae steps to re&uce their impacts8 (o rei!force this
co!cept teachers ca! as stu&e!ts to &esi$! houses that ca! re&uce the impact of
&iffere!t haar&ous weather co!&itio!s a!& the! test their &esi$!s8 aar&ous weather
co!&itio!s for this activity i!clu&e heavy s!ow heavy rai! &rou$ht a!& hi$h wi!&8
Class activities coul& focus o! weather haar&s releva!t to the local co!&itio!s of the
re$io! !ear the school which stu&e!ts have e.perie!ce&8 #tu&e!ts; e!$i!eeri!$ &esi$!
pro:ects show possible solutio!s to a problem a!& are limite& by available materials a!&
resources 4co!strai!ts8 (he success of a &esi$!e& solutio! is &etermi!e& by
co!si&eri!$ the &esire& features of a solutio! 4criteria8 Differe!t proposals for solutio!s
are compare& o! the basis of how well each o!e meets the specifie& criteria for success
or how well each taes the co!strai!ts i!to accou!t8 4)-5-*(#1-1
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 53 of 13+
309
310
311
1200
1201
1202
1203
1204
1205
1206
1207
1208
1209
1210
1211
1212
1213
1214
1215
1216
1217
1218
1219
1220
1221
1222
1223
1224
1225
312
315
316
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 58/174
First 60-Day Public Review DraftNovember 2015
Grade Four
#tu&e!ts i! $ra&e four co!ti!ue to buil& their !owle&$e of physical *arth a!&
life scie!ce throu$h e!$a$i!$ i! scie!tific practices a!& applyi!$ their scie!tific
!owle&$e to e!$i!eeri!$ &esi$! problems8 (he fourth $ra&e performa!ce e.pectatio!s
are or$a!ie& i!to a se7ue!ce of four i!structio!al se$me!ts that utilie ma!y scie!ce
a!& e!$i!eeri!$ practices to e.plore e!er$y a!& waves use earth scie!ce
investigations to &esi$! a solutio! to a $eo-e!$i!eeri!$ problem a!& &eeply
i!vesti$ate a!imal a!& pla!t structures a!& fu!ctio!s8 *mphasie& i! fourth $ra&e are
the crosscutti!$ co!cepts of cause and effect patterns energy and matter a!&
systems and system models8
(able 2 summaries the P*s i!clu&e& i! each i!structio!al se$me!t a!& the
crosscutti!$ co!cepts that stu&e!ts may use as a tool to mae se!se of the &iscipli!ary
core i&eas8 (hese i!structio!al se$me!ts are &esi$!e& to be tau$ht i! this su$$este&
se7ue!ce over the spa! of a school year !ot tau$ht i!&ivi&ually8 ,here appropriate
P*s that i!te$rate scie!ce i&eas with e!$i!eeri!$ &esi$! are accompa!ie& by o!e of
the three P*s i! $ra&es three-five e!$i!eeri!$ &esi$!8 (he P*s mare& with a! asteris
i!te$rate tra&itio!al scie!ce co!te!t with e!$i!eeri!$ throu$h a practice or &iscipli!ary
core i&ea8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 5G of 13+
317
318
319
1226
1227
1228
1229
1230
1231
1232
1233
1234
1235
1236
1237
1238
1239
1240
1241
1242
1243
1244
1245
1246
320
323
324
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 59/174
First 60-Day Public Review DraftNovember 2015
Table -% Instructional Segents in Grade Four
G&'(E F<9&
I n s t r u c t i o n a l S e g e n t $ %
E " p l o r i n g E n
e r g y
*erforance E"pectations 'ddressed
.,*S+,$# .,*S+,-# .,*S+,+# .,*S+,./# .,ESS+,$# +,0,ETS$,$
)ighlighted SE* )ighlighted (CI )ighlighted CCC• /si!$ @uestio!s a!& Defi!i!$
Problems
• Pla!!i!$ a!& Carryi!$ out
"!vesti$atio!s
• Co!structi!$ *.pla!atio!s a!&
Desi$!i!$ #olutio!s
• btai!i!$ *valuati!$ a!&
Commu!icati!$ "!formatio!
• Developi!$ a!& Bsi!$ o&els
•
P#)8/% Defi!itio!s of *!er$yP#)8>% Co!servatio! of *!er$ya!& *!er$y (ra!sfer
• *!er$y a!& atter
• Cause A *ffect
1rief Suary*!er$y comes i! ma!y forms i!clu&i!$ heat li$ht mecha!ical chemical a!& electrical8 *!er$y ca!be tra!sferre& from o!e ob:ect to a!other throu$h a variety of mecha!isms i!clu&i!$throu$h collisio!s a!& it ca! be use& to perform tass8 ,e rely o! ma!y &iffere!t e!er$y resources topower our worl& that have a! effect o! our e!viro!me!t8
I n s t r u c t i o n a l S e g e n t - %
W a v e s
*erforance E"pectations 'ddressed
.,*S.,$# .,*S.,+/# +,0,ETS$,+
)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els
•
Co!structi!$ e.pla!atio!s a!&&esi$!i!$ solutio!s
P#+8/% ,ave PropertiesP#+8>% *lectroma$!eticRa&iatio!P#+8C% "!formatio!(ech!olo$ies a!&"!strume!tatio!
• Patter!s
1rief Suary,aves have re$ular patter!s a!& motio!8 (hey ca! travel $reat &ista!ces without cha!$i!$8 ,e usewaves to tra!sfer i!formatio! from o!e place to a!other8
*erforance E"pectations 'ddressed
.,ESS$,$# .,ESS-,$# .,ESS-,-# .,ESS+,-/# +,0,ETS$,$# +,0,ETS$,-# +,0,ETS$,+
)ighlighted SE* )ighlighted (CI )ighlighted CCC
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 5K of 13+
325
326
327
1247
1248
1249
328
331
332
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 60/174
First 60-Day Public Review DraftNovember 2015
I n s t r u c t i o n a l S e g e n t + %
• Pla!!i!$ a!& Carryi!$ ut
"!vesti$atio!s
• /!alyi!$ a!& "!terpreti!$ Data
• Co!structi!$ *.pla!atio!s a!&
Desi$!i!$ #olutio!s
*##18C% (he istory of Pla!et*arth*##28/% *arth aterials a!&#ystems*##28>% Plate (ecto!ics a!&'ar$e-#cale #ystem
"!teractio!s*##28*% >io$eolo$y
• Cause A *ffect
• Patter!s
1rief SuaryPatter!s i! roc formatio!s a!& fossils $ive clues to cha!$es i! the earth over time8 ,eatheri!$ a!&erosio! help to shape the earth;s surface a!& affect types of livi!$ or$a!isms livi!$ i! a re$io!8 apshelp to locate patter!s of earth processes alo!$ plate bou!&aries8 ?!owle&$e of !atural haar&s ca!help huma!s &esi$! solutio!s to &ecrease their impacts8
I n
s t r u c t i o n a l S e g e n t . %
S t r u c t u r e a n d F u n
c t i o n o f * l a n t s a n d ' n i a l s
*erforance E"pectations addressed
.,LS$,$# .,LS$,-# .,*S.,-
)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els
• *!$a$i!$ i! /r$ume!t from
*vi&e!ce
'#18/% #tructure a!& Fu!ctio!'#18D% "!formatio! Processi!$
• Cause a!& *ffect
• #ystems a!& #ystem
o&els
1rief SuaryPla!ts a!& a!imals have i!ter!al a!& e.ter!al structures to support survival $rowth behavior a!&repro&uctio!8 /!imals receive i!formatio! throu$h their se!ses process the i!formatio! i! their brai!
a!& respo!& to that i!formatio! i! &iffere!t ways8 Reflecte& li$ht from ob:ects that e!ter the eye allowob:ects to be see!8
ra&e Four = "!structio!al #e$me!t 1% *.plori!$ *!er$y
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 60 of 13+
333
334
335
1250
1251
1252
336
339
340
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 61/174
First 60-Day Public Review DraftNovember 2015
(hou$h first i!tro&uce& i! i!&er$arte! $ra&e four is the first time that e!er$y is
e.plore& i! &epth8 ra&e four stu&e!ts as 7uestio!s mae observatio!s a!&
pre&ictio!s a!& co!struct e.pla!atio!s as they e.plore e!er$y8 #tu&e!ts e!$a$e i!
scie!tific e.perie!ces to help them a!swer 7uestio!s such as% &hat is energy and how
is it related to motion' (ow is speed of an ob)ect related to the energy of the ob)ect'
&hat happens to energy when ob)ects collide' (ow is energy transferred' &hat
natural resources provide energy and fuels and how do their uses effect the natural
environment'
Grade Four,Instructional Segent $% E"ploring Energy
(ow does motion relate to energy'
(ow is energy transferred, how does it move from place to place'
&hat is the relationship between the speed of an ob)ect and the energy of that ob)ect'
&hat happens to energy when ob)ects collide'
(ow can one use energy to solve a design problem'
(ow does human use of energy and fuels derived from natural resources affect the
environment'
Crosscutting concepts% ause and ffect, nergy and 6atter Science and Engineering *ractices% /sking uestions and 3efining +roblems,
+lanning and arrying out Investigations, onstructing %planations and 3esigning
Solutions, 1btaining, valuating and ommunicating Information, 3eveloping and
7sing 6odels
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
.,*S+,$3 9se evidence to construct an e"planation relating the speed of an ob2ect
to the energy of that ob2ect8 EClarificatio! #tateme!t% *.amples of evi&e!ce
relati!$ spee& a!& e!er$y coul& i!clu&e cha!$e of shape o! impact or other
results of collisio!s8 E/ssessme!t >ou!&ary% /ssessme!t &oes !ot i!clu&e
7ua!titative measures of cha!$es i! the spee& of a! ob:ect or o! a!y precise
or 7ua!titative &efi!itio! of e!er$y8
.,*S+,-3 4ake observations to provide evidence that energy can be transferred
fro place to place by sound# light# heat# and electric currents3
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 61 of 13+
341
342
343
1253
1254
1255
1256
1257
1258
1259
1260
1261
344
347
348
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 62/174
First 60-Day Public Review DraftNovember 2015
E /ssessment oundary: /ssessment does not include quantitative
measurements of energy.
.,*S+,+3 'sk questions and predict outcoes about the changes in energy that
occur 7hen ob2ects collide3 EClarificatio! #tateme!t% *mphasis is o! the
cha!$e i! the e!er$y &ue to the cha!$e i! spee& !ot o! the forces as
ob:ects i!teract8 E /ssessment oundary: /ssessment does not include
quantitative measurements of energy.
.,*S+,.3 'pply scientific ideas to design# test# and refine a device that converts
energy fro one for to another3/ EClarificatio! #tateme!t% *.amples of
&evices coul& i!clu&e electric circuits that co!vert electrical e!er$y i!to
motio! e!er$y of a vehicle li$ht or sou!& a!& a passive solar heater that
co!verts li$ht i!to heat8 *.amples of co!strai!ts coul& i!clu&e the materials
cost or time to &esi$! the &evice8 E /ssessment oundary: 3evices should
be limited to those that convert motion energy to electric energy or use stored
energy to cause motion or produce light or sound.
.,ESS+,$3 <btain and cobine inforation to describe that energy and fuels are
derived fro natural resources and their uses affect the environent3
EClarificatio! #tateme!t% *.amples of re!ewable e!er$y resources coul&
i!clu&e wi!& e!er$y water behi!& &ams a!& su!li$ht< !o!-re!ewable e!er$yresources are fossil fuels a!& fissile materials8 *.amples of e!viro!me!tal
effects coul& i!clu&e loss of habitat &ue to &ams loss of habitat &ue to
surface mi!i!$ a!& air pollutio! from bur!i!$ of fossil fuels8
1ackground for teachers
(he ma:or $oals of this i!structio!al se$me!t shoul& be for stu&e!ts to refi!e a!&
&evelop their co!cept of e!er$y a!& to !otice a!& &escribe various ways i! which
e!er$y ma!ifests i! systems8 (he co!cept of e!er$y i! every&ay :ar$o! overlaps with
but is !ot the same as the co!cept of e!er$y i! scie!ce8 (he $oal shoul& be to help
stu&e!ts reco$!ie a!& &isti!$uish the &iffere!ces8 "! every&ay co!versatio! we tal
about !ee&i!$ e!er$y 4for e.ample to move arou!& usi!$ e!er$y a!& $e!erati!$ or
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 62 of 13+
349
350
351
1262
1263
1264
1265
1266
1267
1268
1269
352
355
356
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 63/174
First 60-Day Public Review DraftNovember 2015
$etti!$ e!er$y8 "! a&&itio! we have a se!se of Ifeeli!$ e!er$etic8J #tu&e!ts may also
have hear& the i&ea that pla!ts $et e!er$y from the su!8 (hey may also be aware that
foo& $ives you e!er$y8 (hey may have preco!ceptio!s such as that a &ri! of water
$ives them e!er$y8 ,he! we spea about electrical $e!eratio! we ofte! refer to
!uclear e!er$y solar e!er$y a!& wi!& e!er$y as well as e!er$y $e!erate& usi!$ fossil
fuels8 ,e also tal about electrical e!er$y8 /ll of this la!$ua$e is familiar to ma!y
stu&e!ts at this $ra&e level so they have ma!y overlappi!$ a!& co!tra&ictory co!cepts
about what e!er$y is8 (he aim of this i!structio!al se$me!t is to start from where they
are a!& help them &isti!$uish betwee! every&ay usa$e a!& the scie!tific co!cept of
e!er$y8
"! this i!structio!al se$me!t we first wa!t to &evelop the i&eas that%
• a!y movi!$ ob:ect carries e!er$y<
• the e!er$y of a movi!$ ob:ect is calle& motio! e!er$y or i!etic e!er$y8
• for ob:ects movi!$ at the same spee& the more massive ob:ect has the motio!
e!er$y
• for ob:ects of the same mass the motio! e!er$y i!creases rapi&ly with its spee&
(hese i&eas about the amou!t of e!er$y a! ob:ect carries are 7ualitative !ot
7ua!titative at this $ra&e level8 "! or&er to tal about amou!ts of e!er$y stu&e!ts also
!ee& to &evelop the i&ea that energy has effects8 For e.ample somethi!$ with more
e!er$y has more effect 4e8$8 &oes more &ama$e whe! it hits a barrier or &i$s a bi$$er
hole whe! it la!&s i! a sa!& bo.8 (he i&ea that e!er$y is tra!sferre& from o!e ob:ect to
a!other whe! they colli&e is also &evelope& i! this part of the i!structio!al se$me!t8 "!
a&&itio! stu&e!ts will u!&ersta!& the i&ea that forces at a &ista!ce betwee! ob:ects
4e8$8 ma$!ets ca! also me&iate the tra!sfer of e!er$y from o!e ob:ect to a!other8
(he i!structio!al se$me!t !e.t &evelops aware!ess of &iffere!t ways e!er$y moves
from place to place8 *!er$y is carrie& as% the motio! e!er$y or i!etic e!er$y of a
massive ob:ect< as ra&iatio! such as li$ht a!& ra&ia!t heat 4i!frare& ra&iatio!< a!& as
waves such as a! ocea! wave or a sou!& wave8 "! a! ocea! wave or sou!& wave the
e!er$y is i! the motio! of particles withi! the matter which move bac a!& forth or up
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 6) of 13+
357
358
359
1270
1271
1272
1273
1274
1275
1276
1277
1278
1279
1280
1281
1282
1283
1284
1285
1286
1287
1288
1289
1290
1291
1292
1293
1294
1295
1296
1297
1298
360
363
364
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 64/174
First 60-Day Public Review DraftNovember 2015
a!& &ow! while the e!er$y moves from o!e place to a!other8 (hus i! this i!structio!al
se$me!t the co!cept of a wave movi!$ i! matter shoul& be$i! to be &evelope& with
visible e.amples such as a water wave or a wave movi!$ o! a stri!$8 (his co!cept is
further refi!e& i! a later i!structio!al se$me!t at this $ra&e level8 ,he! most stu&e!ts
e!visio! water waves they thi! about a breai!$ wave which is !ot i! physics terms
a! e.ample of wave motio!8 / breai!$ wave is a result of the wave bei!$ &isrupte& by
meeti!$ the risi!$ sea bottom at the shore8 (o develop a odel of wave motio!
stu&e!ts !ee& to wor first with the e.ample of waves tra!smitte& alo!$ a rope8 (hey
ca! move o! to creati!$ water waves i! the mi&&le of a! eve! &epth co!tai!er with a
cor or other floati!$ ob:ect bobbi!$ up a!& &ow! as the wave $oes by8 (his i&ea of
wave motio! !ee&s to be 7uite well establishe& with visible e.amples before stu&e!ts
try to &evelop the i&ea of sou!& as a pressure wave withi! matter8 "! or&er to
u!&ersta!& this co!cept stu&e!ts !ee& to &evelop the i&ea that soli& matter has
i!ter!al structure8at the same time8 (hey shoul& also reco$!ie that soli& matter is !ot
:ust o!e co!ti!uous ri$i& ob:ect8 #tu&e!ts shoul& also &evelop the i&ea that a lou&er
sou!& represe!ts more e!er$y reachi!$ the ear< a!& liewise a bri$hter li$ht mea!s
more e!er$y reachi!$ the eye8
Fi!ally the i!structio!al se$me!t &evelops the i&ea that e!er$y i! o!e form ca! be
tra!sferre& to a! ob:ect as e!er$y i! a!other form8 >elow are three e.amples%
(ype of *!er$y >ecomes
*!er$y of otio! Collisio! eat a!& #ou!&
'i$ht /bsorbe& eats a #urface
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 6+ of 13+
365
366
367
1299
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311
1312
1313
1314
1315
1316
1317
1318
1319
368
371
372
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 65/174
First 60-Day Public Review DraftNovember 2015
*lectrical *!er$y "llumi!ates / 'i$ht >ulb
>ecause e!er$y ca!!ot really be 7ua!tifie& at this $ra&e level stu&e!ts ca!!ot
&evelop a !otio! of co!servatio! of e!er$y but i!structio! ca! a!& shoul& lay the
precursors of that i&ea8 #tu&e!ts shoul& u!&ersta!& that a!y time we !ee& e!er$y we
have to $et it from somewhere8 / perso! ca!!ot :ust mae e!er$y from !othi!$ a!&
that after o!e Iuses itJ it is !ot Iuse& upJ but that it is still arou!& i! some &istribute&
form i! the local e!viro!me!t8 /!other i&ea stu&e!ts shoul& u!&ersta!& is that every
machi!e stops operati!$ if fuel is !ot co!ti!ually provi&e& because frictio! co!verts the
e!er$y of the machi!e;s motio! to heat its motor or the surrou!&i!$ e!viro!me!t8
(he &isti!ctio! betwee! e!er$y itself a!& e!er$y resources is the !e.t i&ea that
!ee&s to be &evelope& i! this i!structio!al se$me!t8 *!er$y resources provi&e us with
the e!er$y that we ca! use to &o useful thi!$s8 (his ca! be e.plai!e& as a two-step
process% o!e uses e!er$y resources to $e!erate electricity a!& o!e uses electricity to
ru! machi!es or provi&e li$ht or heat8 *!er$y resources ca! be foo& or fuel 4i8e8 thi!$s
that o!e uses to e.tract e!er$y by chemical processes of combustio! or respiratio!
where the e!er$y is use& to &rive a turbi!e to mae electricity ru! a car or some other
e!$i!e or allow a! a!imal to mai!tai! its bo&y temperature a!& to move arou!&8 ther
ways of $e!erati!$ electricity use the e!er$y of su!li$ht 4solar e!er$y the e!er$y of
movi!$ air 4wi!& e!er$y or the e!er$y of falli!$ water 4hy&ro-electric to mae the
electricity8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 65 of 13+
373
374
375
1320
1321
1322
1323
1324
1325
1326
1327
1328
1329
1330
1331
1332
1333
1334
1335
1336
1337
1338
1339
376
379
380
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 66/174
First 60-Day Public Review DraftNovember 2015
,hile the i!structio!al se$me!t &oes !ot i!tro&uce the !otio! of pote!tial e!er$y it
is probably !ecessary to i!tro&uce the !otio! of store& e!er$y for e.ample to tal about
e!er$y that is store& i! a battery or i! a stretche& or compresse& spri!$8 owever o!e
shoul& be careful about usi!$ the la!$ua$e of e!er$y store& i! foo& or fuel8 (hese are
resources from which e!er$y ca! be e.tracte& o!ly because we live i! a worl& that is
rich i! o.y$e!8 (he e!er$y is release& i! the chemical i!teractio! of the foo& or fuel with
the o.y$e! but it is !ot Istore& i! fuelJ a!y more tha! it is store& i! the o.y$e!8 "t is !ot
appropriate to i!tro&uce &iffere!ces i! chemical bi!&i!$ e!er$y at this $ra&e level but it
is helpful to avoi& rei!forci!$ the misco!ceptio! that a! e!er$y resource is a form of
e!er$y8 (eachers !ee& to &iscuss the !otio! that e!er$y is release& by bur!i!$ fuel
rather tha! from its reactio! with o.y$e! this will lay a fou!&atio! for stu&e!ts whe! the
&iscussio!s of e!er$y release i! chemical reactio!s is covere& at the later $ra&es8
(escription of Instructional Segent
(his i!structio!al se$me!t o! *.plori!$ *!er$y is &ivi&e& i!to three parts% Part 1-
Investigating nergy i!clu&es i!vesti$ati!$ types of e!er$y e!er$y tra!sfer the
relatio!ship of spee& of a! ob:ect to the motio! of a! ob:ect a!& collisio!s of ob:ects8
Part 2- nergy onversion 3esign +ro)ect is a! e!$i!eeri!$ activity i! which stu&e!ts
pla! &esi$! buil& a!& refi!e a &evice to solve a problem i!volvi!$ several forms ofe!er$y a!& e!er$y tra!sfers8 Part )-nergy <esources and the nvironment i!volves
stu&e!ts e.ami!i!$ re!ewable a!& !o!re!ewable resources a!& how the uses of these
resources affect the e!viro!me!t8
Investigating nergy
(his i!structio!al se$me!t be$i!s with a series of investigations i! which stu&e!ts
observe odel# a!& &iscuss situatio!s where e!er$y is tra!sferre& from o!e ob:ect to
a!other tra!sferre& from place to place a!& tra!sforme& from o!e form of e!er$y to
a!other8 (he $oal of the activities is for stu&e!ts to &evelop a!& refi!e their la!$ua$e for
&escribi!$ e!er$y their co!cept of what scie!tists mea! whe! they use the term e!er$y
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 66 of 13+
381
382
383
1340
1341
1342
1343
1344
1345
1346
1347
1348
1349
1350
1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362
1363
1364
1365
1366
1367
1368
384
387
388
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 67/174
First 60-Day Public Review DraftNovember 2015
a!& to be$i! to collect evi&e!ce that e!er$y ca! be tra!sferre& from place to place by
sou!& li$ht heat a!& electric curre!ts 4P*-+-P#)-28 (eachers ca! have stu&e!ts wor
i! teams to visit statio!s where they are e.ami!e &iffere!t systems8 #tu&e!ts will
odel each system observe& to &efi!e a!& &escribe ways i! which e!er$y tra!sferre&
a!& tra!sforme& 4e8$8 heat e!er$y to motio!8 (he systems chose! &emo!strate
&iffere!t forms tra!sfers a!& tra!sformatio!s of e!er$y8 / few e.amples of possible
statio! i!clu&e%
4a e!er$y of motio! may become sou!&% o!e bloc colli&es i!to a!other bloc or a
movi!$ ball colli&es o!to a!other ball
4b elastic e!er$y to motio!% a rubber-ba!& catapult or a trampoli!e
4c li$ht e!er$y to heat% su!li$ht or a heat lamp o! a surface
4& chemical e!er$y to heat a!& Mor li$ht% a ha!& warmer a ca!&le flame a li$ht stic
4e li$ht e!er$y to electrical e!er$y to sou!&% solar pa!el co!!ecte& to a circuit
ri!$i!$ a! electrically-operate& &oorbell
4f wi!& e!er$y to motio!% blowi!$ o! a pi! wheel< leaves movi!$ o! a tree
4$ motio! i!to heat e!er$y via frictio!% rubbi!$ ha!&s to$ether sli&i!$ ob:ect across
surfaces such as sa!& paper a!& carpet
4h mecha!ical e!er$y to motio!% wi!&-up &evices such as fuy chics chatteri!$
teeth cars a!& ha!& cra! $e!erators spi!!i!$ a fa! motor 4i motio! to sou!&% tu!i!$ fors8
a!y other e.amples ca! be use& all with very simple materials8 /fter visiti!$ a!&
writi!$ observatio!s at the statio!s each $roup is respo!sible for commu!icati!$
i!formatio! about their fi!al statio! to the class 4obtai!i!$ evaluati!$ a!&
commu!icati!$ i!formatio!8
(he teacher assi$!s $roup of stu&e!ts to recor& 41 the forms of e!er$y observe&
42 cha!$es they observe& i! the i!teractio!s 4) the tra!sfers of e!er$y from o!e
ob:ect to a!other or from o!e place to a!other a!& 4+ the tra!sformatio!s of e!er$y
4e8$8 li$ht to electrical e!er$y8 (hese lists become the basis for a whole class
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 63 of 13+
389
390
391
1369
1370
1371
1372
1373
1374
1375
1376
1377
1378
1379
1380
1381
1382
1383
1384
1385
1386
1387
1388
1389
1390
1391
1392
1393
1394
1395
1396
1397
392
395
396
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 68/174
First 60-Day Public Review DraftNovember 2015
&iscussio! which the teacher uses to help stu&e!ts refi!e a!& or$a!ie their la!$ua$e
a!& i&eas about e!er$y8 /s a compleme!tary e.te!sio! stu&e!ts ca! use publically
available simulatio!s 4e8$8 Ph*( J*!er$y Forms a!& Cha!$es% *!er$y #ystemsJ to
rei!force their ability to odel a!& visualie e!er$y forms a!& tra!sfer8 (hese e!er$y
activities also help to lay the $rou!& wor for the crosscutti!$ co!cept energy and
matter as stu&e!ts be$i! to buil& u!&ersta!&i!$ of e!er$y forms tra!sfers a!&
tra!sformatio!s8
Ne.t teachers as stu&e!ts to plan and carry out energy investigations to
construct an e"planation base& o! their evidence that relates the spee& of a! ob:ect
to the e!er$y of the ob:ect 4P*-+-P#)-18 /! e.ample mi$ht be observi!$ ob:ects
la!&i!$ i! a be& of sa!&8 #tu&e!ts will !ee& to &evise ways to observe falli!$ ob:ects at
&iffere!t spee&s 4e8$8 slow me&ium a!& fast usi!$ a ramp a!& mae observatio!s of
the resulti!$ sa!& a!& ob:ect8 #tu&e!ts use these observatio!s as they be$i! to collect
evidence for their e.pla!atio! of how the spee& of a! ob:ect relates to the e!er$y of
that ob:ect8 ther investigations ca! i!clu&e rolli!$ marbles or toy cars &ow! a ramp at
&iffere!t spee&s i!to a paper cup cut i! half8 #tu&e!ts ca! &evise metho&s to i!crease
or &ecrease the spee& of a marble or toy car a!& the! &escribe the effect o! the paper
cup 4e8$8 how the marble move& the cup the &ista!ce the cup move& relate& to the
spee& of colli&i!$ ob:ect8 #tu&e!ts coul& roll marbles &ow! a ramp from &iffere!thei$hts a!& &iffere!t a!$les to cha!$e spee&s of the ob:ects a!& co!ti!ue to $ather
evidence8 (hou$h stu&e!ts may mae measureme!ts of the &epth a!& wi&th of the
sa!& &isplace& or &ista!ce a!& time a! ob:ect move& i! these investigations the
stu&e!ts; observatio!s a!& evaluatio!s shoul& be 7ualitative !ot 7ua!titative
measureme!ts of e!er$y8 (hese i!vesti$atio!s relati!$ the spee& of a! ob:ect to the
e!er$y of the ob:ect &irectly support the crosscutti!$ co!cept cause and effect 8 Cause
a!& effect relatio!ships are routi!ely i&e!tifie& a!& use& to e.plai! change8 #tu&e!ts
will be cha!$i!$ the system they are stu&yi!$ a!& mai!$ observatio!s to see what
happe!s8 / metho& to hi$hli$ht a!& emphasie cause and effect is to eep a class
chart recor&i!$ these relatio!ships or have stu&e!ts buil& a cause a!& effect chart i!
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 6G of 13+
397
398
399
1398
1399
1400
1401
1402
1403
1404
1405
1406
1407
1408
1409
1410
1411
1412
1413
1414
1415
1416
1417
1418
1419
1420
1421
1422
1423
1424
1425
1426
400
403
404
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 69/174
First 60-Day Public Review DraftNovember 2015
their !oteboos as they co!&uct their investigations8 (he teacher ca! e.te!& this
activity to also &evelop the relatio!ship betwee! wei$ht a!& e!er$y for two &iffere!t
ob:ects movi!$ at the same spee&8 4/t this $ra&e level !o &isti!ctio! is ma&e betwee!
mass a!& wei$ht8
Followi!$ the investigations relati!$ spee& of ob:ects a!& e!er$y of the ob:ect
stu&e!ts be$i! to as 7uestio!s a!& pre&ict outcomes for the cha!$es i! e!er$y whe!
ob:ects colli&e 4P*-+-P#)-+8 (o $e!erate i!itial questions stu&e!ts shoul& mae
observatio!s of various collisio!s8 For e.ample stu&e!ts ca! observe a rolli!$ ball
colli&i!$ with a stoppe& ball usi!$ a variety of balls of varyi!$ wei$hts of the same sie8
#tu&e!ts coul& co!&uct investigations o! the play$rou!& with various play e7uipme!t%
bats a!& &iffere!t sie& balls rac7uets a!& bir&ies balls a$ai!st statio!ary walls8(his
provi&es a rich opportu!ity for stu&e!ts to &evelop questions a!& pre&ictio!s which
$ui&e stu&e!ts to pla! a!& carry out further investigations of various collisio!s8
#tu&e!ts coul& eep a! or$a!ie& list or table of their 7uestio!s a!& pre&ictio!s i! their
scie!ce !oteboo throu$hout this i!vesti$atio!8 #tu&e!ts coul& mae a&&itio!al
observatio!s of cha!$es i! e!er$y i!volvi!$ collisio!s by watchi!$ Newto!;s Cra&le
4simulatio! or the actual &evice or watchi!$ a vi&eo of a billiar&s $ame 4see fi$ures 10
a!& 118
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 6K of 13+
405
406
407
1427
1428
1429
1430
1431
1432
1433
1434
1435
1436
1437
1438
1439
1440
1441
1442
1443
1444
408
411
412
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 70/174
First 60-Day Public Review DraftNovember 2015
Figure $@% *.ample of Newto!;s Cra&le
Figure $$% *.ample of >illiar&s
/ fi!al pro:ect may i!clu&e the observatio! of a more comple. &evice 4&irectly or via
a vi&eo listi!$ questions mai!$ pre&ictio!s a!& &escripti!$ outcomes of e!er$ycha!$e &ue to collisio!s8 (his fi!al pro:ect ca! i!corporate &iffere!t results that happe!
whe! ob:ects colli&e a!& how they affect the spee& a!& &irectio! of each of the ob:ects
i!volve& i! the collisio!8 /! e.ample coul& be the stu&y of a of a car crash where there
is tra!sfer of e!er$y resulti!$ i! moveme!t cha!$e of shape of materials a!&
tra!sformatio! of e!er$y motio! to heat a!& sou!&8
Engineering Connection
"! this e!$i!eeri!$ activity a! e!er$y co!versio! &esi$!
pro:ect stu&e!ts apply their scie!tific i&eas from Part 1 to &esi$!
test a!& refi!e a &evice that co!verts e!er$y from o!e form to
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 30 of 13+
413
414
415
1445
1446
1447
1448
1449
1450
1451
1452
1453
1454
1455
1456
1457
1458
1459
1460
1461
1462
1463
1464
1465
416
419
420
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 71/174
First 60-Day Public Review DraftNovember 2015
a!other 4P*-P#)-+8 /! e.ample coul& be &esi$!i!$ a Rube ol&ber$ achi!e 4e8$8
wae-up machi!e fi$ure 12 from simple materials 4battery powere& fa!s marbles
wi!&-up toys li$ht sources8 (he fi$ure below &epicts a! e.ample where mecha!ical
e!er$y from a stu&e!t;s fi!$er is use& to tur! o! a flashli$ht i! which chemical e!er$y is
tra!sforme& i! electrical e!er$y which is the! tur!e& i!to li$ht e!er$y8 (he li$ht e!er$y
is absorbe& by a solar cell which co!verts it to mecha!ical e!er$y accelerati!$ a small
car i!to a li!e of up &omi!os8 (he &omi!os tra!sfer mecha!ical e!er$y betwee! each
other u!til the last &omi!o tra!sfers its mecha!ical e!er$y to a bell which creates a
sou!& wave that Iwaes us up8J
Figure $-% *.ample of a Rube ol&ber$ machi!e% a flashli$ht 4li$ht e!er$y shi!es o! a
solar car that moves 4mecha!ical e!er$y towar& a series of &omi!os that fall &ow!
4mecha!ical e!er$y i!to a bell 4sou!&8
#tu&e!ts i! $ra&e four &esi$! a &evice that has at least three types of e!er$y
a!& three types of e!er$y tra!sfers8 Bsi!$ the e!$i!eeri!$ &esi$! process stu&e!ts
design buil& test a!& refi!e a &evice that meets the co!strai!ts a!& materials
available8 #tu&e!ts shoul& be e.plicit with how ma!y forms of e!er$ies are represe!te&
4tra!sforme& a!& e.plai! the e!er$y tra!sfers i!volve& i! their machi!e8 (his
e!$i!eeri!$ pro:ect is a!other opportu!ity to support a!& utilie the crosscutti!$
co!cepts energy and matter a!& cause and effect as well as ma!y scie!ce a!&
e!$i!eeri!$ practices i!clu&i!$ asking questions and defining probles
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 31 of 13+
421
422
423
1466
1467
1468
1469
1470
1471
1472
1473
1474
1475
1476
1477
1478
1479
1480
1481
1482
1483
1484
1485
1486
1487
1488
1489
424
427
428
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 72/174
First 60-Day Public Review DraftNovember 2015
constructing e"planations and designing solutions a!& planning and carrying
out investigations3
nergy <esources and the nvironment #tu&e!ts e!$a$e i! a short pro:ect to obtain# evaluate#
and counicate inforation about fuels a!& other sources
we use provi&e e!er$y8 For e.ample the e!er$y we use to move
our cars or heat a!& li$ht our homes is &erive& from !atural
resources8 (he use of these e!er$y sources affect the
e!viro!me!t 4P*-+-*##)-18 #tu&e!ts shoul& e.ami!e at least
o!e re!ewable a!& o!e !o!-re!ewable e!er$y resource8 (eams
are assi$!e& a re!ewable resource 4e8$8 wi!& solar water
store& behi!& &ams use& to &rive hy&roelectric $e!eratio!
biofuels a!& !o!-re!ewable resource 4e8$8 fossil fuels such as $asoli!e !atural $as
or coal to stu&y8 (he i!formatio! obtai!e& from pri!t a!& &i$ital sources coul& i!clu&e
a! overview of the type of e!er$y what the source of e!er$y is use& for 4ru! car
$e!erate heat pro&uce electricity a!& how the use of the e!er$y source affects the
e!viro!me!t8 #tu&e!t teams woul& have a! opportu!ity to mae prese!tatio!s about
their topic at a class eve!t such as a! *!er$y Day8 *!er$y Day is a! opportu!ity to
co!!ect with families8 "t is a festival hi$hli$hti!$ the stu&e!ts; e!$i!eeri!$ &esi$!s or
provi&e a! opportu!ity for them to commu!icate their i!formatio! a!& results8 *!er$y
Day ca! have i!teractive &emo!stratio!s a!& e.hibits where stu&e!ts teach their
families about the various forms of e!er$y scie!ce tech!olo$y efficie!cy co!servatio!
a!& careers i! the e!er$y i!&ustry8
ra&e Four = "!structio!al #e$me!t 2% ,aves
#tu&e!ts co!ti!ue their e.ploratio! of waves from first $ra&e where they be$a! to
e.plore waves movi!$ across the surface of water8 "! first $ra&e stu&e!ts observe& that
waves have re$ular patter!s a!& motio!8 #ou!& ca! mae matter vibrate a!& vibrati!$
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 32 of 13+
*'/ *'D Co!!ectio! /s part of the pro:ecta!& usi!$ thei!formatio! $athere&stu&e!ts write a!opi!io! piece aboutsupporti!$ 4or !otsupporti!$ the use of re!ewable or !o!-re!ewable e!er$yresources8
429
430
431
1490
1491
1492
1493
1494
1495
1496
1497
1498
1499
1500
1501
1502
1503
1504
1505
1506
1507
1508
1509
1510
1511
1512
1513
1514
1515
1516
1517
1518
432
435
436
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 73/174
First 60-Day Public Review DraftNovember 2015
matter ca! mae sou!&8 "! $ra&e four stu&e!ts stu&y wave patter!s i! more &epth a!&
the tra!sfer of sou!&s8
Grade Four,Instructional Segent -% Waves
&hat are the characteristic properties and behaviors of waves'
&here can we use patterns to transfer information'
Crosscutting concepts% +atterns
Science and Engineering *ractices% 3eveloping and 7sing 6odels; onstructing
e%planations and designing solutions
.,*S.,$ (evelop a odel of 7aves to describe patterns in ters of aplitude and
7avelength and that 7aves can cause ob2ects to ove3 EClarificatio!
#tateme!t% *.amples of mo&els coul& i!clu&e &ia$rams a!alo$ies a!&
physical mo&els usi!$ wire to illustrate wavele!$th a!& amplitu&e of waves8
E /ssessment oundary: /ssessment does not include interference effects,
electromagnetic waves, non!periodic waves, or quantitative models of
amplitude and wavelength8
.,*S.,+ Generate and copare ultiple solutions that use patterns to transfer
inforation3/ EClarificatio! #tateme!t% *.amples of solutio!s coul& i!clu&e
&rums se!&i!$ co&e& i!formatio! throu$h sou!& waves usi!$ a $ri& of 1;s
a!& 0;s represe!ti!$ blac a!& white to se!& i!formatio! about a picture a!&
usi!$ orse co&e to se!& te.t8
H(he performa!ce e.pectatio!s mare& with a! asteris i!te$rate tra&itio!al scie!ce
co!te!t with e!$i!eeri!$ throu$h a scie!ce a!& e!$i!eeri!$ practice or &iscipli!ary core
i&ea8
1ackground for teachers
(he i!structio!al se$me!t o! e!er$y at this $ra&e level be$a! to i!tro&uce waves
as a way that e!er$y is tra!sferre& from place to place8 #tu&e!ts observe& a!&
odeled simple repeati!$ waves to &evelop the co!cepts of wavele!$th a!& amplitu&e8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 3) of 13+
437
438
439
1519
1520
1521
1522
1523
1524
1525
1526
1527
440
443
444
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 74/174
First 60-Day Public Review DraftNovember 2015
(hey also &evelope& the i&ea that as waves travel the wave peas pass a $ive! poi!t
at &efi!ite fre7ue!cy8 "!te!sity is o!e more tech!ical-term that stu&e!ts will !ee& to tal
about li$ht a!& sou!&8 (he i!te!sity of a wave is relate& to its amplitu&e a!& is
proportio!al to the amou!t of e!er$y carrie& by the wave for a $ive! wavele!$th or
fre7ue!cy8 4(he precise relatio!ships are !ot i!tro&uce& at this $ra&e level but stu&e!ts;
e.ploratio!s of waves shoul& help them reco$!ie that the e!er$y a!& i!te!sity of the
wave $rows with i!creasi!$ amplitu&e8 /ll of this termi!olo$y shoul& be i!tro&uce& as it
is !ee&e& to &escribe a!& develop odels of observe& wave phe!ome!a !ot as a list
of lear!e& &efi!itio!s8 e!eral features of wave behavior are also e.plore& to &evelop
the i&ea that waves ca! be reflecte& absorbe& or tra!smitte& throu$h a cha!$e of
me&ium that waves of a similar type travel throu$h o!e a!other without &istortio! a!&
that waves move e!er$y from o!e place to a!other without overall &isplaceme!t of
matter8
(he seco!& ma:or i&ea i! this i!structio!al se$me!t is that i!formatio! ca! be
commu!icate& throu$h e!co&e& si$!als usi!$ &evices that tra!smit receive a!&
&eco&e the si$!al8 (his co!cept ca! be e.plore& first i! terms of our !atural metho&s of
obtai!i!$ i!formatio! about the worl& arou!& us a!& the! i! terms of e!co&e&
i!formatio! that we use to commu!icate over lo!$ &ista!ces or over time8 #tarti!$ with
co&e& si$!als se!t alo!$ a stri!$ as wave pulses stu&e!ts ca! e.plore how waveproperties mae waves a! i&eal si$!al carrier both because the variety of wave shapes
allow the wave to carry a lot of 7uite i!formatio! a!& because the waves travel a!& pass
throu$h o!e a!other without &istortio!8
Ne.t the co!cept of sou!& as a pressure wave i! a me&ium is &evelope&8 /$ai!
throu$h various e.perie!ces that allow stu&e!ts to develop odels of how the me&ium
moves bac a!& forth 4vibrates as the sou!& travels throu$h it a!& how the properties
of sou!& 4pitch a!& lou&!ess relate to the wave properties 4pitch to fre7ue!cy or
wavele!$th lou&!ess to i!te!sity or amplitu&e8 Fi!ally the i&ea that everythi!$ we hear
is a patter! of i!formatio! e!co&e& i! sou!& which our ear &etects a!& our brai!
&eco&es is &evelope&8 *.perie!ces with musical i!strume!ts particularly stri!$e& a!&
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 3+ of 13+
445
446
447
1528
1529
1530
1531
1532
1533
1534
1535
1536
1537
1538
1539
1540
1541
1542
1543
1544
1545
1546
1547
1548
1549
1550
1551
1552
1553
1554
1555
1556
448
451
452
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 75/174
First 60-Day Public Review DraftNovember 2015
percussio! i!strume!ts support this i&ea8 For e.ample the !otio! of &rums se!&i!$
co&e& messa$es ca! be relate& to Native /merica! cultures who use& this system8
orse co&e provi&es a!other e.ample of &i$itie& sou!& se!t as a series of short a!&
lo!$er wave pulses8 #tu&e!ts at this a$e are ofte! very i!tereste& i! secret co&es a!&
may e!:oy &evelopi!$ their ow! versio!s of simple writte! co&es 4letter replaceme!ts
a!& usi!$ them to se!& messa$es to o!e a!other8 (hey ca! also reco$!ie that writi!$
itself is a co&e or a way we represe!t the sou!&s of wor&s to store a!& se!& them over
&ista!ces8
(he &iscussio! of e!co&i!$ i!formatio! whether to be se!t via waves or wave
pulses or for stora$e ca! also be relate& to computers a!& coputational thinking8
(eachers ca! help stu&e!ts &evelop the i&ea that a computer memory stores co&e&
i!formatio! a!& that pro$rammi!$ a computer is &evelopi!$ a co&e to tell it how to
ma!ipulate a!& cha!$e its store& i!formatio! to arrive at !ew results to store or &isplay8
(he crosscutti!$ co!cept of patterns fits well here8
'i$ht a!& ra&io si$!als are forme& from a wave of cha!$i!$ electric a!&
ma$!etic fiel&s that ca! travel throu$h space with !o supporti!$ me&ium8 (his is a very
abstract co!cept for fourth $ra&ers8 owever they ca! reco$!ie that li$ht shows all the
properties &evelope& above with waves if you relate color to fre7ue!cy a!& bri$ht!ess
to i!te!sity8 Reco$!ii!$ that li$ht lie sou!& is a ma:or way we obtai! i!formatio!about the worl& arou!& us which our eyes &etect a!& our brai! &eco&es a&&s to the
parallel8 #tu&e!ts to&ay are $e!erally familiar with the i&ea of pi.els a!& &i$itie&
pictures which a$ai! ca! be i!tro&uce& as a form of e!co&e& i!formatio!8 'iewise the
&iffere!t co&i!$ metho&s of / a!& F ra&io si$!als ca! be e.plore& as a! e.te!sio!
to lear!i!$8
(escription of Instructional Segent%
(he fourth $ra&e i!structio!al se$me!t o! waves is &ivi&e& i!to two parts Part 1-
&ave %ploration a!& Part 2-oded 6essage hallenge8 "! part 1, ,ave *.ploratio!
fourth $ra&e stu&e!ts develop a odel of waves to &escribe patter!s i! terms of
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 35 of 13+
453
454
455
1557
1558
1559
1560
1561
1562
1563
1564
1565
1566
1567
1568
1569
1570
1571
1572
1573
1574
1575
1576
1577
1578
1579
1580
1581
1582
1583
1584
1585
456
459
460
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 76/174
First 60-Day Public Review DraftNovember 2015
amplitu&e a!& wavele!$th a!& that waves ca! cause ob:ects to move 4P*-+-P#+-1
Fi$ure 1) is a &ia$ram of waves a!& their parts8 (his &ia$ram i&e!tifies the wavele!$th
amplitu&e a!& spee& of a wave8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 36 of 13+
461
462
463
1586
1587
1588
1589
464
467
468
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 77/174
First 60-Day Public Review DraftNovember 2015
Figure $+% Dia$ram of waves a!& their parts
(hese wave statio!s simulatio!s a!& &emo!stratio!s help stu&e!ts develop a
odel that waves are a way of movi!$ e!er$y from place to place a!& that waves have
properties which will affect such thi!$s as how much e!er$y is carrie& a!& the 7uality of
sou!& 4hi$hMlow fre7ue!cy8 "! Part 2 the oded 6essage hallenge stu&e!ts
$e!erate a!& compare multiple solutio!s that use patterns to tra!sfer i!formatio!8
#tu&e!ts will be $ive! a messa$e se!&i!$ challe!$e as they $e!erate a!& compare
multiple solutio!s that use patterns to tra!sfer i!formatio!8 4+-P*-P#+-)
&ave %ploration
#tu&e!t teams observe waves ma&e with a
rope o!e e!& hel& statio!ary a!& other e!&move& up a!& &ow! or si&e by si&e by a!other
stu&e!t8 #tu&e!ts observe $ia!t waves pro&uce&
i! the rope a!& the! are challe!$e& them to mae
more waves betwee! the two people8 #tu&e!ts
ask a!& a!swer questions such as% (ow do we
know we have seen a wave' &hat helped make
more waves between us' (ow can we change the
number of waves' (ow can we change the height
of waves' #tu&e!ts &raw &ia$rams to i!&icate
their observatio!s a!& write labels to i&e!tify eleme!ts 4!umber of waves peas i! a
two-&ime!sio!al fi$ure8 #tu&e!ts ca! also i!vesti$ate what happe!s whe! a wave pulse
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 33 of 13+
*'/ *'D Co!!ectio!Bsi!$ a !ote-tai!$ templatesuch as a (-chart watch 2-)&iffere!t vi&eos o! waves8 !the left ha!& si&e of the (i!clu&e broa& co!cepts forwaves such as li$ht waves<sou!& waves< characteristics ofwaves< behaviors of waves4reflecte& absorbe&tra!smitte&< e.amples ofmoveme!t of e!er$y8 Possiblesources of vi&eos ca! be fou!&o! imeo Sou(ube or by
reco$!ie& scie!ce e.perts4e8$8 >ill Nye8
469
470
471
1590
1591
1592
1593
1594
1595
1596
1597
1598
1599
1600
1601
1602
1603
1604
1605
1606
1607
1608
1609
1610
1611
1612
1613
1614
1615
472
475
476
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 78/174
First 60-Day Public Review DraftNovember 2015
is se!t simulta!eously by the stu&e!ts at either e!& of the rope8 #tu&e!ts ca! observe
how the pulses a&& or ca!cel as they pass throu$h o!e a!other but appear u!cha!$e&
o!ce they separate8
Computer simulatio!s or class &iscussio!s ca! help to i!tro&uce a!& e.pa!&
their !owle&$e a!& e.perie!ce of wavele!$th a!& amplitu&e8 (hey ca! also be use& to
i!tro&uce the co!cept of fre7ue!cy the rate 4!umber per time perio& at which wave
peas pass a $ive! poi!t8 (he mathematical relatio!ship betwee! wavele!$th wave
spee& a!& wave fre7ue!cy is above $ra&e-level math but stu&e!ts ca! reco$!ie that
for a $ive! type of wave the fre7ue!cy is hi$her whe! the wavele!$th is shorter8
#tu&e!ts ca! also i&e!tify that the same wavele!$th 4spaci!$ betwee! peas ca! have
&iffere!t amplitu&e 4hei$ht of wave a!& &iffere!t wavele!$ths ca! have the same
amplitu&e8 #tu&e!ts ca! $o bac to their prelimi!ary &rawi!$s of waves a!& i&e!tify the
wavele!$th a!& amplitu&e !oti!$ a!y patter!s they observe&8
#tu&e!ts shoul& e.perie!ce the use of multiple physical odels that mae the
moveme!t of waves visible8 /&&itio!al e.ploratio!s ca! i!clu&e%
41 a tu!i!$ for a!& water a!& looi!$ for patter!s betwee! sou!&s a!& waves8
#tu&e!ts recor& the commo! patterns they observe&
42 &roppi!$ small ob:ects i! a water co!tai!er a!& observi!$ re$ular patter!s of
motio! ma&e i! water by &isturbi!$ the surface4) usi!$ a! earth7uae shae table or similar &evice where stu&e!ts see that
structures o! beams at &iffere!t hei$hts vibrate &iffere!tly with the same
moveme!t
4+ buil&i!$ a!& usi!$ various stri!$e& i!strume!ts 4cups a!& rubber ba!&s
bo.es a!& stri!$s
45 looi!$ at vi&eo clips of ocea! waves that are small me&ium or lar$e where
stu&e!ts state their observatio! of amplitu&e a!& wavele!$th8 ENote% "t is
importa!t to &iscuss the &iffere!ce betwee! the wave patter! i! the &eep ocea!
a!& what happe!s at the beach where the wave patter! has bee! &estroye&
because it meets the shallow sea floor8 (he water breai!$ wave clearly moves
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 3G of 13+
477
478
479
1616
1617
1618
1619
1620
1621
1622
1623
1624
1625
1626
1627
1628
1629
1630
1631
1632
1633
1634
1635
1636
1637
1638
1639
1640
1641
1642
1643
1644
480
483
484
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 79/174
First 60-Day Public Review DraftNovember 2015
i! the &irectio! the ori$i!al wave was travelli!$8 For most stu&e!ts the breai!$
wave is part of their me!tal mo&el of a wave8
#tu&e!ts ca! i!vesti$ate cha!$es of wavele!$th by i!vesti$ati!$ waves i! the
co!te.t of &rums or stri!$e& i!strume!ts8 (he use of computer a!& physical mo&els
4e8$8 Ph*( I,ave o! a #tri!$J helps stu&e!ts co!struct e.pla!atio!s base& o! familiar
phe!ome!a a!& support their developent of a odel of waves8
Further stu&y of waves ca! i!clu&e li$ht a!& ra&io si$!als8 (eachers ca! as
stu&e!ts to &esi$! a!& carry out investigations to a!swer the 7uestio! IDoes li$ht
behave lie a waveJ (he poi!t here is !ot to try to mo&el what i!& of wave it is but to
reco$!ie that it has all the wave properties :ust i!vesti$ate& for sou!&% waves reflect
whe! they hit a surface two waves ca! a&& up to mae a bi$$er wave8 #tu&e!ts ca!
e.plore this co!cept by usi!$ flashli$hts covere& with &iffere!t colore& tra!spare!t
paper a!& mirrors to reflect the li$ht a!& &i$ital cameras8 #tu&e!ts to&ay are very
familiar with pi.els a!& &i$itie& photo$raphs a!& ca! reco$!ie this as a metho& for
e!co&i!$ the i!formatio! i! a sce!e8 *.plori!$ blac a!& white ima$es e!co&e&
&iffere!t sie pi.els ca! help mae the co&i!$ aspect more rea&ily visible8
(eachers ca! help stu&e!ts &evelop the i&ea that a!imals i!clu&i!$ huma!s use
li$ht a!& sou!& to obtai! i!formatio! about their surrou!&i!$s8 #tu&e!ts ca! the! li!
this i&ea to the co!cept that all of this i!formatio! comes i! the form of varyi!$ wavepatter!s &etecte& by our eyes or ears8 (his i&ea is the! e.te!&e& to the fact that li$ht
waves ra&io waves microwaves a!& i!frare& waves are the basic features of every&ay
commu!icatio! systems such as computers ra&ios or cell pho!es8 ost of these
&evices use &i$itie& si$!als 4i8e8 i!formatio! e!co&e& as series of 0 a!& 1 as a more
reliable way to store a!& tra!smit i!formatio! over lo!$ &ista!ces without si$!ifica!t
&e$ra&atio! or error8 For e.ample a small $roup of stu&e!ts ca! &evelop their ow!
orse-co&e system to &i$itie short wor&s a!& tra!smit that wor& to a!other $roup of
stu&e!ts by usi!$ a flashli$ht or a &rum8
/lso stu&e!ts ca! practice &i$itii!$ ima$es by first &rawi!$ simple shapes o!
s7uare& paper a!& the! co!verti!$ that ima$e i!to a &i$itie& o!e by &are!i!$ o!ly the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 3K of 13+
485
486
487
1645
1646
1647
1648
1649
1650
1651
1652
1653
1654
1655
1656
1657
1658
1659
1660
1661
1662
1663
1664
1665
1666
1667
1668
1669
1670
1671
1672
1673
488
491
492
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 80/174
First 60-Day Public Review DraftNovember 2015
s7uares that &o co!tai! part of the ori$i!al ima$e 4see fi$ure 1+8 #tu&e!ts ca! mae
observatio!s that the &i$itie& ima$e loses i! resolutio! because it is !ow more e&$y
with respect to the ori$i!al ima$e but a simple series of 0 a!& 1 for each li!e of the
ima$e is sufficie!t for somebo&y else to mae a! i&e!tical copy of the &i$itie& ima$e8
#tu&e!ts ca! also e.perie!ce that by i!creasi!$ the power of the &i$itiatio! 4by
re&uci!$ the sie of the s7uares o! the paper the &i$itie& ima$e has better resolutio!
but it will tae more time to tra!smit the hi$her-&efi!itio! ima$e via a series of 0 a!& 18
Figure $.3 Practice #ample of Recreati!$ Di$itie& "ma$es
#tu&e!ts will use inforation $athere& i! their e.ploratio!s simulatio!s
&emo!stratio!s te.t a!& o!li!e resources to develop a odel to &escribe patterns i!
terms of amplitu&e a!& wavele!$th a!& that waves ca! cause ob:ects to move8 arious
materials ca! be $ive! to stu&e!ts to create their odel i!clu&i!$% paper a!& pe!cil
pipe clea!ers clay a!& stri!$8 #tu&e!ts ca! also create a i!esthetic odel acti!$ out
a wave a!& its properties a!& patterns8
oded 6essage hallenge
#tu&e!ts be$i! to e.plore the co!cept of i!formatio! starti!$ with se!&i!$ co&e&
messa$es 4for e.ample orse co&e or a co&e they i!ve!t to say yes or !o with wave
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G0 of 13+
493
494
495
1674
1675
1676
1677
1678
1679
1680
1681
1682
1683
1684
1685
1686
1687
1688
1689
1690
1691
1692
1693
496
499
500
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 81/174
First 60-Day Public Review DraftNovember 2015
pulses8 (his activity co!ti!ues to &evelop the
!otio! of sou!& as a wave phe!ome!o!8
#tu&e!ts be$i! to !otice that all the properties of
sou!& have wave-lie properties8 For e.ample
that it ca! be use& to se!& co&e& pulses
4&rummi!$8 ,aves have ma!y &iffere!t
fre7ue!cies 4usi!$ low pitches so stu&e!ts ca! !otice the fre7ue!cy of the vibratio!8
,aves travel throu$h soli& materials as a vibratio! of the matter 4but &iffere!t from that
i! water waves because there is little up a!& &ow! moveme!t but rather vibratio! i! the
&irectio! of the sou!& travel8 #ome surfaces reflect waves a!& others surfaces ca!
absorb waves8 #tu&e!ts develop and refine a odel of sou!& waves throu$h multiple
investigations of these phe!ome!a8 #tu&e!ts come to u!&ersta!& that sou!& is a
ma:or way we obtai! i!formatio! about the worl& arou!& us a!& that we use it to
e!co&e messa$es i! la!$ua$e a!& music8 (hey reco$!ie that our ear receives the
sou!& a!& our brai! &eco&es it8 (his ca! be relate& to how various a!imals a!& bir&s
use sou!& to war! them of pre&ators to hear prey a!& to commu!icate with others of
their species8 /t this poi!t teachers ca! i!tro&uce the i&ea that la!$ua$e is a form of
co&e a!& that writte! la!$ua$e is yet a!other co&e use& to store a!& se!& i!formatio!
over space a!& time8
Engineering Connection
(eachers ca! challe!$e their stu&e!ts with a &esi$!
problem that ass them to $e!erate a!& compare multiple
solutio!s that use patterns to tra!sfer or commu!icate
i!formatio! 4P*-+-P#+-)8 For e.ample stu&e!ts ca! participate i!
a messa$e-se!&i!$ co!test where each team must &ivi&e i! two a!& se!& a messa$e
from o!e part of the team to the other part of the team arou!& a cor!er of the buil&i!$8
/! a&&e& challe!$e is that the messa$e shoul& !ot be reco$!ie& by a!y other team8
(eachers utilie the e!$i!eeri!$ &esi$! cycle of &efi!i!$ the problem i&e!tifyi!$
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G1 of 13+
ath Co!!ectio!#tu&e!ts are ase& to e!co&emessa$es8 Relate thesee!co&e& messa$es to patter!s
i! mathematics8 Bsemathematical patter!s asbac$rou!& !owle&$e8
501
502
503
1694
1695
1696
1697
1698
1699
1700
1701
1702
1703
1704
1705
1706
1707
1708
1709
1710
1711
1712
1713
1714
1715
1716
1717
1718
1719
1720
1721
1722
504
507
508
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 82/174
First 60-Day Public Review DraftNovember 2015
co!strai!ts brai!stormi!$ to $e!erate a!& compare multiple solutio!s that use patter!s
to tra!sfer i!formatio! &evelop a prototype test a!& refi!e8 (eachers $ive them a
variety of sou!& or li$ht pro&uci!$ &evices a!& materials to wor with 4mirrors for
e.ample8 (hey the! wor i! $roups to &evelop solutions for the problem a!& share
their results with the class8
ra&e Four = "!structio!al #e$me!t )% (he *arth is Co!sta!tly Cha!$i!$
"!structio!al #e$me!t ) $he arth is onstantly hanging is a! opportu!ity for
the i!te$ratio! of scie!ce to be tau$ht i! co!:u!ctio! with fourth $ra&e;s stu&y of
Califor!ia history a!& $eo$raphy8 Califor!ia is a! amai!$ e.ample of the i!terplay of all
of the $eolo$ical processes prese!te& challe!$i!$ stu&e!ts to i!vesti$ate the patter!s
of earth;s features usi!$ maps a!& how roc formatio!s a!& fossils help e.plai!
cha!$es i! the la!&scape8
Grade Four,9nit , Instructional Segent +% The Earth is Constantly Changing
(ow can water, ice, wind and vegetation change the land'
&hat patterns of arth=s features can be determined with the use of maps'
(ow do rock formations and fossils in rocks help to e%plain changes in a landscape'
(ow can the engineering design process be used to solve a problem'
Crosscutting Concepts% ause and ffect, +atterns
Science and Engineering *ractices% +lanning and arrying 1ut Investigations,
/nalyzing and Interpreting 3ata, onstructing %planations and 3esigning Solutions
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
+,ESS$,$ Identify evidence fro patterns in rock forations and fossils in rock
layers for changes in a landscape over tie to support an e"planation
for changes in a landscape over tie3 EClarificatio! #tateme!t% *.amples
of evi&e!ce from patter!s coul& i!clu&e roc layers with mari!e shell fossils
above roc layers with pla!t fossils a!& !o shells i!&icati!$ a cha!$e from
la!& to water over time< a!& a ca!yo! with &iffere!t roc layers i! the walls
a!& a river i! the bottom i!&icati!$ that over time a river cut throu$h the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G2 of 13+
509
510
511
1723
1724
1725
1726
1727
1728
1729
1730
1731
1732
1733
1734
1735
1736
512
515
516
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 83/174
First 60-Day Public Review DraftNovember 2015
roc8 E /ssessment oundary: /ssessment does not include specific
knowledge of the mechanism of rock formation or memorization of specific
rock formations and layers. /ssessment is limited to relative time.
.,ESS-,$ 4ake observations and5or easureents to provide evidence of the
effects of 7eathering or the rate of erosion by 7ater# ice# 7ind# or
vegetation3 EClarificatio! #tateme!t% *.amples of variables to test coul&
i!clu&e the a!$le of slope i! the &ow!hill moveme!t of water amou!t of
ve$etatio! spee& of wi!& relative rate of &epositio! cycles of freei!$ a!&
thawi!$ of water cycles of heati!$ a!& cooli!$ a!& volume of water flow8
E /ssessment oundary: /ssessment is limited to a single form of
weathering or erosion.
.,ESS-,- 'naly!e and interpret data fro aps to describe patterns of Earth6s
features3 EClarificatio! #tateme!t% aps ca! i!clu&e topo$raphic maps of
*arth;s la!& a!& ocea! floor as well as maps of the locatio!s of mou!tai!s
co!ti!e!tal bou!&aries volca!oes a!& earth7uaes8
.,ESS+,- Generate and copare ultiple solutions to reduce the ipacts
of natural Earth processes on huans3/ EClarificatio! #tateme!t%
*.amples of solutio!s coul& i!clu&e &esi$!i!$ a! earth7uae resista!t
buil&i!$ a!& improvi!$ mo!itori!$ of volca!ic activity8 E /ssessmentoundary: /ssessment is limited to earthquakes, floods, tsunamis, and
volcanic eruptions.
+,0,ETS$,$ (efine a siple design proble reflecting a need or a 7ant that
includes specified criteria for success and constraints on aterials#
tie# or cost3
(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8
+,0,ETS$,- Generate and copare ultiple possible solutions to a
proble based on ho7 7ell each is likely to eet the criteria and
constraints of the proble3
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G) of 13+
517
518
519
520
523
524
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 84/174
First 60-Day Public Review DraftNovember 2015
(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8+,0,ETS$,+ *lan and carry out fair tests in 7hich variables are controlled and
failure points are considered to identify aspects of a odel or
prototype that can be iproved8
(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8
H(he performa!ce e.pectatio!s mare& with a! asteris i!te$rate tra&itio!al scie!ce
co!te!t with e!$i!eeri!$ throu$h a scie!ce a!& e!$i!eeri!$ practice or &iscipli!ary
core i&ea8
1ackground for Teachers
(he earth is co!sta!tly cha!$i!$8 (he rocs that e.ist at a particular locatio! ca!
reflect the $eolo$ical history of the site which ca! i!clu&e volca!ic activity
se&ime!tatio! erosio! a!& uplift from earth7uaes8 bsi&ia! may i!&icate a previously
active volca!ic re$io! limesto!e may i!&icate a! area that use& to be a! ocea! floor
a!& $ra!itic formatio!s of the #ierra Neva&a resulte& from tecto!ic uplift followe& by
erosio! a!& $laciatio! over a! e!ormous amou!t of time8
(hree mai! roc types i$!eous metamorphic a!& se&ime!tary ca! be
u!&erstoo& thou$h careful stu&y of the processes that forme& them8 (hese rocs are
&efi!e& by their formatio! processes a!& ca! be i&e!tifie& by their physical
characteristics8
"$!eous rocs are forme& from molte! roc that cools8 "$!eous i!trusive rocs
cool slowly below the surface of the *arth a!& $e!erally co!tai! lar$e i!terloci!$
mi!eral crystals8 ra!ite is a commo! e.ample of a! i$!eous i!trusive roc8 "$!eous
e.trusive rocs cool rapi&ly at *arth;s surface a!& $e!erally co!tai! mi!eral crystals too
small to be see! with the !ae& eye8 #ome e.trusive rocs have vesicles mai!$ them
li$ht such as pumice or lava roc8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G+ of 13+
525
526
527
1737
1738
1739
1740
1741
1742
1743
1744
1745
1746
1747
1748
1749
1750
1751
1752
1753
1754
1755
528
531
532
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 85/174
First 60-Day Public Review DraftNovember 2015
#e&ime!tary rocs are forms whe! se&ime!t is &eposite& burie& a!& ceme!te&
to$ether8 "t co!sists of se&ime!t imbe&&e& i! a matri. of ceme!t8 (he se&ime!t ca! be
lar$e or small or a combi!atio! of sies8 Commo! e.amples of se&ime!tary rocs are
co!$lomerates 4lar$e pebbles sa!&sto!e 4sa!& $rai!s shale 4clay particles a!&
limesto!e 4shells or fra$me!ts of shells from mari!e creatures8
etamorphic rocs are forme& whe! a roc is &eep u!&er$rou!& a!& sub:ect to
hi$h heat a!& pressure8 (he roc &oes !ot melt but ca! become layere& or cha!$e its
appeara!ce si$!ifica!tly8 etamorphic rocs ca! be more &ifficult to i&e!tify as their
physical characteristics are relatively &iverse8 (hey will !ot have vesicles or imbe&&e&
se&ime!ts but may have flat or fol&e& layers or visible mi!eral crystals8
,eatheri!$ a!& erosio! are importa!t phe!ome!a occurri!$ o! *arth;s surface8
,eatheri!$ is the breai!$ &ow! of rocs by physical or chemical processes8 Chemical
weatheri!$ will &issolve the mi!erals i! rocs i!to water or other li7ui&s8 Physical
weatheri!$ will brea roc i!to small pieces8 ,i!& a!& water ca! slowly weather rocs
to mae them smooth a!& rou!&e&8 Pla!t roots ca! $row a!& split a roc8 #alt &eposits
or freei!$ water ca! e.ist i! cracs i! a roc to i!crease the fracture a!& eve!tually
brea the roc apart8
*rosio! is the tra!sport of roc se&ime!ts8 ,ater flow is the most commo! cause
of erosio!8 #e&ime!ts ca! be carrie& &ow!stream by rivers a!& &eposite& i!to &eltasa!& ocea!s8 Rivers te!& to flow more slowly as they $et further &ow!stream a!& $et
closer to their mouth8 'ar$er se&ime!t will thus be &eposite& further upriver si!ce the
river must move rapi&ly to carry the heavier se&ime!t loa&8 Deposite& se&ime!ts ca!
the! form i!to se&ime!tary rocs8 'ar$e se&ime!t rocs lie co!$lomerates te!& to form
upstream while sa!&sto!es a!& shale will form &ow!river where the smaller se&ime!ts
are &eposite& by the slowi!$ river8 *rosio! is &efi!e& by $ravity carryi!$ se&ime!t to
lower elevatio!s8
>ecause weatheri!$ a!& erosio! cha!$e the physical characteristics a!&
locatio!s of roc they ca! be i&e!tifie& by e.ami!i!$ rocs outcrops a!& lar$e scale
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G5 of 13+
533
534
535
1756
1757
1758
1759
1760
1761
1762
1763
1764
1765
1766
1767
1768
1769
1770
1771
1772
1773
1774
1775
1776
1777
1778
1779
1780
1781
1782
1783
536
539
540
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 86/174
First 60-Day Public Review DraftNovember 2015
topo$raphical maps8 (hese processes ca! remove or re&uce rocs at a pre&ictable rate
&epe!&i!$ o! the climatic co!&itio!s a!& the specific characteristics of the roc8
cea! curre!ts also cause erosio!8 'o!$shore curre!ts carry se&ime!t i! the
&irectio! of curre!t flow8 (his ca! tra!sport lar$e amou!ts of sa!& from o!e locatio! to
a!other8 *!$i!eers buil& $roi!s to preve!t the re&istributio! of sa!&8
(escription of Instructional Segent%
(his i!structio!al se$me!t o! the cha!$i!$ earth ca! be broe! i!to the followi!$
parts% Part 1% &ritten in the <ocks< Part 2% ffects of &eathering and rosion on arth=s
SurfaceA a!& Part )% 6apping arth=s Surface8 "!structio!al se$me!t ) ope!s with a!
e!$i!eeri!$ problem i!volvi!$ earth scie!ce stu&ies8
Engineering Connection
#tu&e!ts are challe!$e& to $e!erate &esi$! solutio!s for a
$eotech!ical e!$i!eeri!$ problem8 (o i!form their &esi$! 41
stu&e!ts are i!volve& i! planning and carrying out
investigations e.plori!$ patter!s i! rocs a!& roc formatio!s
42 observi!$ effects of weatheri!$ a!& 4) analy!ing and interpreting data from
maps that represe!t *arth;s cha!$i!$ la!&scape 4Part )8 Desi$! solutio!s coul&
i!clu&e structures such as a bri&$e to spa! a river placeme!t of a &am or &yes to hol&
water or to protect a commu!ity from floo&i!$ or retrofitti!$ a buil&i!$ to re&uce the
probability of severe &ama$e from a! earth7uae8 (eachers pose &esi$! problems to
the stu&e!ts that i!volve them i! scie!ce a!& e!$i!eeri!$ practices that i!clu&e
planning and carrying out investigations a!& analy!ing and interpreting data i!
or&er to construct e"planations a!& design solutions for their commu!ity8 (he
&esi$! pro:ect &rives stu&e!ts; investigations of *arth scie!ce with a! emphasis o!
crosscutti!$ co!cepts patterns a!& cause and effect . /t the e!& of this pro:ect
stu&e!ts are able to support a! e"planation that the *arth;s la!&scape is co!sta!tly
cha!$i!$ usi!$ evidence such as roc formatio! types of rocs a!& fossils8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G6 of 13+
541
542
543
1784
1785
1786
1787
1788
1789
1790
1791
1792
1793
1794
1795
1796
1797
1798
1799
1800
1801
1802
1803
1804
1805
1806
1807
1808
1809
1810
1811
544
547
548
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 87/174
First 60-Day Public Review DraftNovember 2015
(o be$i! this i!structio!al se$me!t the teacher poses a! e!$i!eeri!$ &esi$!
problem that helps to re&uce the impacts of a !atural haar& such as a! earth7uae
floo& or tsu!ami8 ,ori!$ i! collaborative teams stu&e!ts brai!storm i!itial i&eas a!&
setch out prelimi!ary design solutions8 Ne.t stu&e!ts $e!erate questions they have
that will help to focus their scie!tific stu&y of processes that shape the earth a!& to
u!&ersta!& the co!strai!ts a!& criteria that will assist them i! designing a possible
engineering solution8
&ritten in the <ocks
/s $eo-e!$i!eers stu&e!ts have to
u!&ersta!& what clues to the *arth;s surface
they ca! $ather from *arth materials8 #tu&e!ts
wor i! teams to investigate various types of
rocs a!& patterns i! rocs 4e.ample% layere&
rocs with a!& without shells a!& fossils
various types of rocs fou!& i! a ca!yo! wall
rocs that have u!&er$o!e erosio! i! rivers or
ocea! lava rocs8 From these i!itial
observatio!s stu&e!ts be$i! to ask questions
that &rive further research a!& classroom
investigations to support a! e"planation that
the surface of the *arth has cha!$e& over time
a!& that rocs roc formatio!s a!& what is i!
the rocs $ive clues a!& evidence for cha!$es i! a la!&scape over time 4P*-+-*##-18
#tu&e!t $roups ca! use pri!t a!& &i$ital sources as well as rocs to i!te$rate
i!formatio! that prepares them to write or spea about the sub:ect !owle&$eably
4CC## for *'/M'iteracy R18+8K ,8+8G8 #tu&e!ts e.ami!e these types of rocs so they
ca! i&e!tify a!& &iscuss the evi&e!ce for cha!$es i! the la!&scape over time a!& to
support a! e.pla!atio! for these cha!$es8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G3 of 13+
*'/ *'D Co!!ectio!
/s part of a! i!vesti$atio!about rocs roc formatio!sa!& what is i! rocs thatprovi&e evi&e!ce of cha!$es i!a la!&scape over time stu&e!tstae !otes paraphrase a!&cate$orie i!formatio! bycreati!$ a I /m a <ock boo8#tu&e!ts ca! write thei!formatio! from the roc poi!tof view 4i8e8 as a Ise&ime!tary
rocJ or a! Ii$!eous rocJi!clu&i!$ how they are forme&how they cha!$e thela!&scape what they are ma&eup of etc8 alo!$ with pictures8
/ list of sources shoul& bei!clu&e& at the e!& of the boo8
549
550
551
1812
1813
1814
1815
1816
1817
1818
1819
1820
1821
1822
1823
1824
1825
1826
1827
1828
1829
1830
1831
1832
1833
1834
1835
1836
1837
1838
1839
1840
552
555
556
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 88/174
First 60-Day Public Review DraftNovember 2015
(hou$h stu&e!ts will lear! about a!& stu&y i$!eous se&ime!tary a!&
metamorphic rocs it is importa!t to emphasie is place& o! the *arth processes that
forme& them a!& what ca! be u!&erstoo& about the $eolo$ic history of the earth
throu$h reco$!itio! of patterns a!& processes8
ffects of &eathering and rosion on arth=s Surface
#tu&e!ts are $ive! the opportu!ity to plan and carryout investigations that test
the effects of water ice wi!& or ve$etatio! o! soil erosio!8 #tu&e!ts will mae
observatio!s a!&Mor measureme!ts to provi&e evi&e!ce of weatheri!$ or erosio! 4P*-+-
*##2-18 !e way that this coul& be &o!e is by usi!$ a stream table8 #tu&e!ts plan
and carry out investigations to e.ami!e the effect of water o! the rate of erosio! by
testi!$ variables such as type of *arth material slope of stream table rate of water flow
a!& ve$etatio! i! their stream table8 (hese i!vesti$atio!s &irectly support the
crosscutti!$ co!cept cause and effect a!& stu&e!t-$e!erate& charts such as ?'*,#
4ershber$er a!& Tembal-#aul 20158 (he ?'*,# chart 4?!ow 'ear!i!$ *vi&e!ce
,o!&er #cie!tific Pri!ciples a!& ocabulary is a! a&aptatio! of the well-!ow! ?,'
rea&i!$ comprehe!sio! strate$y that is a&apte& for scie!ce teachi!$ that ca! support
this importa!t co!!ectio!8 easureme!ts &uri!$ this investigation coul& i!clu&e
&ista!ce earth materials travele& compariso! of time a!& erosio! observe& i! thestream table a!& amou!t of materials move& &uri!$ erosio! process8
"!vesti$atio!s of erosio! by water ice wi!& or ve$etatio! ca! be &o!e
compari!$ ima$es a!& usi!$ simulatio!s8 >elow is a! e.ample 4fi$ure 15 of erosio! of
a sea stac over 100 years i! Nye >each Newport re$o!8 Fi$ure 16 pictures a
simulate& erosio! of Sosemite alley erosio! a $lacier carve& out the Sosemite alley
reco$!iable by its B shape8
Figure $0% *rosio! of a #ea #tac ver 100 Sears
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e GG of 13+
557
558
559
1841
1842
1843
1844
1845
1846
1847
1848
1849
1850
1851
1852
1853
1854
1855
1856
1857
1858
1859
1860
1861
1862
1863
1864
1865
1866
1867
560
563
564
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 89/174
First 60-Day Public Review DraftNovember 2015
1GK0;s
1K10;s
1K10;s
1K164B8#8 eolo$ical #urvey 2015a
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e GK of 13+
565
566
567
1868
1869
1870
1871
1872
1873
568
571
572
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 90/174
First 60-Day Public Review DraftNovember 2015
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K0 of 13+
573
574
575
1874
576
579
580
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 91/174
First 60-Day Public Review DraftNovember 2015
Figure $8% / simulatio! of erosio! is e.emplifie& throu$h the Sosemite alley8 4B8#8
eolo$ical #urvey 2015b
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K1 of 13+
581
582
583
1876
1877
1878
1879
1880
1881
584
587
588
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 92/174
First 60-Day Public Review DraftNovember 2015
#etches of Sosemite alley area showi!$ e.te!t of valley-filli!$ #herwi! $lacier 4/
above a!& lesser e.te!t of (io$a $lacier 4> below8
#tu&e!ts compare ima$es to mae observatio!s a!&Mor measureme!ts that
provi&e evi&e!ce of the effects of weatheri!$8 Computer simulatio!s ca! help to odel
*arth;s process a!& data ca! be collecte& by stu&e!ts that ca! be carefully analy!ed
and interpreted to i!form their $eotech!ical e!$i!eeri!$ &esi$! pro:ect8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K2 of 13+
589
590
591
1882
1883
1884
1885
1886
1887
1888
1889
592
595
596
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 93/174
First 60-Day Public Review DraftNovember 2015
6apping arth=s Surface
ow &o scie!tists a!& e!$i!eers i&e!tify a!& show patterns of *arth;s features
#tu&e!ts ca! use maps to i&e!tify patterns a!& locatio!s of mou!tai!s earth7uaes
volca!oes a!& ocea! ri&$es8 >y a!alyi!$ a simple topo$raphic map from three-
&ime!sio!al mo&els of la!&forms stu&e!ts are able to show a!& i&e!tify features such
as cha!$es i! elevatio! co!tours of mou!tai!s a!& locatio!s of rivers a!& streams
4P*- *##2-28 (he use of computer mappi!$ simulatio!s ca! further help stu&e!ts
&escribe a!& i&e!tify patterns of *arth;s features8
Engineering Connection
#tu&e!ts use their *arth scie!ce investigations a!& their
scie!tific stu&y to i&e!tify a problem a!& i!form their design
solutions to re&uce the impact of a !atural haar&8 (he class
be$i!s the pro:ect by &efi!i!$ a simple huma! problem relate& to
*arth features for e.ample by &eci&i!$ to buil& a bri&$e across a river to co!!ect to
la!&s or &esi$! a &am to provi&e electrical power or &esi$! a !ew shoppi!$ mall or
other buil&i!$ structure8 (he class will be challe!$e& to i&e!tify possible patter!s of
!aturally occurri!$ haar&s arou!& the area 4such as earth7uaes floo&s or tsu!amis
a!& their solutio!s shoul& e.plicitly i!clu&e &esi$! features that help to re&uce the
impacts of these !atural haar&s8 (he pro:ect i!clu&es specifie& criteria for success a!&
co!strai!ts o! materials time or cost8 #tu&e!ts revise their ori$i!al design solutions
base& o! their scie!tific investigations a!& research a!& have a! opportu!ity to
prese!t their revise& solutio!s 4alo!$ with a &rawi!$ or if possible a! actual physical
mo&el to the class 4P*-+-*##)-28 / fi!al pro:ect may i!clu&e the selectio! of their
prototype as they pla! a!& carry out fair tests i! which variables are co!trolle& a!&
failure poi!ts are co!si&ere& to i&e!tify aspects of a odel that ca! be improve&8
#tu&e!ts mi$ht also &etermi!e a!y u!i!te!&e& !e$ative co!se7ue!ces that result from
their impleme!te& solution8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K) of 13+
597
598
599
1890
1891
1892
1893
1894
1895
1896
1897
1898
1899
1900
1901
1902
1903
1904
1905
1906
1907
1908
1909
1910
1911
1912
1913
1914
1915
1916
1917
1918
1919
600
603
604
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 94/174
First 60-Day Public Review DraftNovember 2015
ra&e Four = "!structio!al #e$me!t +% "!vesti$ati!$ #tructure a!& Fu!ctio! of Pla!tsa!& /!imals
"! this i!structio!al se$me!t stu&e!ts co!struct a! arguent that the i!ter!al
a!& e.ter!al structures of pla!ts a!& a!imals fu!ctio! to support survival $rowth
behavior a!& repro&uctio!8 #tu&e!ts the! use a odel to &escribe how specialie&
structures i! a!imals receive &iffere!t types of i!formatio! that assist i! se!si!$ their
e!viro!me!t8 (here shoul& be a! emphasis o! how a!imals receive i!formatio!
process the i!formatio! i! their brai! a!& the! respo!& the i!formatio! i! &iffere!t
ways8 Fi!ally stu&e!ts stu&y structure and function to develop a odel to &escribe
how li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ects to be see!8
*mphasis throu$hout the i!structio!al se$me!t is o! the crosscutti!$ co!cepts ofcause and effect a!& systems and systems models. #tu&e!ts ask questions lie
the followi!$ at this $ra&e% &hat structures help animals5insects eat' &hy do plants
have thorns' (ow do animals5people sense our environment' &hat help us eat or
breathe'
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K+ of 13+
605
606
607
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
1930
1931
1932
1933
1934
1935
1936
608
611
612
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 95/174
First 60-Day Public Review DraftNovember 2015
Grade Four,Instructional Segent .% Investigating Structure and Function of
*lants and 'nials
(ow do e%ternal structures support the survival, growth, behavior, and reproduction of
plants and animals'
(ow do internal structures support function in animals'
(ow do animals detect, process, and use information about the environment'
(ow does light play a role in what we see'
Crosscutting concepts% Structure and 0unction, Systems and System 6odels
Science and Engineering *ractices% 3eveloping and 7sing 6odels, ngaging in
/rgument from vidence
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
.,LS$,$3 Construct an arguent that plants and anials have internal and
e"ternal structures that function to support survival# gro7th# behavior#
and reproduction3 EClarificatio! #tateme!t% *.amples of structures coul&
i!clu&e thor!s stems roots colore& petals heart stomach lu!$ brai! or
si!8 *ach structure has specific fu!ctio!s withi! its associate& system8
E /ssessment oundary: /ssessment is limited to macroscopic structures
within plant and animal systems.
.,LS$,-3 9se a odel to describe that anials receive different types of
inforation through their senses# process the inforation in their brain#
and respond to the inforation in different 7ays3 EClarificatio! #tateme!t%
*mphasis is o! systems of i!formatio! tra!sfer8 E /ssessment oundary:
/ssessment does not include the mechanisms by which the brain stores and
recalls information or the mechanisms of how sensory receptors function.
.,*S.,-3 (evelop a odel to describe that light reflecting fro ob2ects and
entering the eye allo7s ob2ects to be seen3 E /ssessment oundary:
/ssessment does not include knowledge of specific colors reflected and
seen, the cellular mechanisms of vision, or how the retina works.>
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K5 of 13+
613
614
615
1937
1938
1939
616
619
620
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 96/174
First 60-Day Public Review DraftNovember 2015
1ackground for Teachers
(hrou$hout its life a pla!t or a!imal will u!&er$o co!sta!t i!teractio! with the
biotic e!viro!me!t 4other livi!$ thi!$s a!& the abiotic e!viro!me!t 4the physical
e!viro!me!t arou!& it8 >ei!$ able to se!se a!& respo!& to the e!viro!me!t is esse!tial
for survival8 ver ma!y $e!eratio!s pla!ts a!& a!imals ca! evolve a&aptatio!s that
$ive them the best cha!ce for survival withi! their e!viro!me!t8
/&aptatio! comes at a price8 "f a! or$a!ism is hi$hly a&apte& to o!e
e!viro!me!t it will !ot be able to thrive outsi&e of that e!viro!me!t8 For e.ample sloths
are e.celle!t climbers but ca! barely move arou!& o! the $rou!&8 (his is of particular
co!cer! i! the li$ht of climate cha!$e8 "! ma!y places o! earth temperatures are
cha!$i!$ faster tha! pla!ts a!& a!imals ca! a&apt to the !ew co!&itio!s8 (hese
cha!$es i! temperature are putti!$ ma!y species u!&er stress8
(he ability to perceive li$ht a!& form a! ima$e of the worl& is a fa!tastic
a&aptatio! commo! to ma!y a!imals8 (he simplest eyes :ust &etect li$ht a!& &ar
possibly helpi!$ the or$a!ism fi!& a &ar place to hi&e8 #ea stars have a li$ht &etector
4thou$h !ot a true eye at the e!& of each of their five le$s8 /s eyes become more
comple. the ability to &isti!$uish &iffere!t colors of li$ht a!& to perceive shapes a!&
co!trasts becomes hei$hte!e&8 (he huma! eye is a very comple. structure but !ot by
a!y scope the most se!sitive eye o! pla!et *arth8 ther a!imals ca! see colors thathuma!s ca!!ot see a!& some see very well i! low-li$ht co!&itio!s where huma!s mi$ht
be almost bli!&8 "! all eyes visio! be$i!s whe! photo!s of li$ht reflecte& off ob:ects that
e!ter the eye a!& are absorbe& by receptor protei!s i! specialie& cells8 ,he! a photo!
stries o!e of these protei!s it i!&uces a chemical cha!$e i! the cell8 Note that all cells
have protei!s but o!ly specialie& cells i! the eyes a!& other li$ht-se!sitive or$a!s
have protei!s that cha!$e photo!s i!to chemical si$!als8 (he eye structure ca! be
comple.8 For e.ample some eyes have le!ses that help to focus the li$ht o! the
receptor cells8 >ut at the ce!ter of visio! is li$ht hitti!$ a cell a!& i!&uci!$ a chemical
cha!$e i! that cell8 (his chemical cha!$e lea&s to a! electrical si$!al traveli!$ to the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K6 of 13+
621
622
623
1940
1941
1942
1943
1944
1945
1946
1947
1948
1949
1950
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
1962
1963
1964
1965
1966
1967
624
627
628
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 97/174
First 60-Day Public Review DraftNovember 2015
brai! where shapes a!& colors are perceive&8 #tu&e!ts may have a !umber of pre-
co!ceive& i&eas about li$ht a!& reflectio! that teachers may !ee& to a&&ress8
(escription of Instructional Segent%
(his i!structio!al se$me!t "!vesti$ati!$ #tructure a!& Fu!ctio! of Pla!ts a!&
/!imals co!tai!s three parts% Part 1- *.ter!al #tructures a!& Fu!ctio! of Pla!ts a!&
/!imalsA Part 2- "!ter!al #tructures a!& Fu!ctio! of /!imals# a!& Part )- #e!si!$ the
*!viro!me!t
%ternal Structures and 0unction of +lant and /nimals
Co!structi!$ arguents fro evidence
be$i!s with $oo& questions from observatio!s8
#tu&e!ts be$i! with observatio!s to &evelop
e"planations a!& odels for how pla!t a!& a!imal
structures function to support survival $rowth
behavior a!& repro&uctio!8 #tu&e!ts ca! be$i! their
stu&y by tai!$ a wali!$ fiel& trip to a school or local
$ar&e! commu!ity par or !ature preserve8 /fter a
brief tour each stu&e!t choses a pla!t or a!imal tocarefully observe setch a!& ass the 7uestio!
?(ow do the structures of this organism help it
function' Co!ti!ui!$ i! the classroom stu&e!ts ca!
mae further observatio!s of a type of a!imal such
as a! i!sect a!& mae careful &rawi!$s of a! e!tire
or$a!ism8 (hey the! ask questions about the function of these structures8 (hese
7uestio!s the! set the sta$e for $atheri!$ evidence8 >ase& o! further observatio!s
research a!& classroom e.perie!ces stu&e!ts be$i! to co!struct a! arguent about
the importa!ce of specific structures of a! i!sect to its survival $rowth behavior a!&
repro&uctio!8 (o$ether stu&e!t teams coul& use a I@uestio!s Claims a!& *vi&e!ceJ
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K3 of 13+
ath Co!!ectio!Draw li!es of symmetry o!&iffere!t a!imals; facesi!clu&i!$ huma!s8 Discuss howthe placeme!t sie a!& shapeof eyes a!& ears o! the hea& of each a!imal facilitate survivalfor prey species a!& forpre&ator species i! terms ofse!si!$ ima$es a!& sou!&s8For e.ample pre&ator species
4cats usually have eyes thatare closer to$ether forstereoscopic visio!< while preya!imals 4horses have eyesplace& o! the si&es of theirhea& to allow for a wi&er fiel& of visio!8
629
630
631
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
632
635
636
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 98/174
First 60-Day Public Review DraftNovember 2015
format to or$a!ie their arguent that structures of their or$a!ism function to support
survival $rowth behavior a!& repro&uctio!8
/fter i!itial observatio!s of o!e type of a!imal 4i!sect teams of stu&e!ts each
investigate a &iffere!t a!imal such as a worm s!ail bir& reptile fish or mammal
mai!$ observatio!s a!& collecti!$ evidence to co!struct a! arguent li!i!$
structures to function8 /s stu&e!ts $ather evidence of how a!imal structure allows for
specific fu!ctio!s the teacher $ives them ma!y opportu!ities to e!$a$e i! &iscussio!s
provi&i!$ odels to support their scie!tific e.pla!atio!8 (he same metho& of
investigation coul& be use& for pla!ts8 #tu&e!ts be$i! with careful observatio!al
&rawi!$s of pla!ts a!& their specific structures a!& recor& 7uestio!s they have about
fu!ctio!8 rowi!$ pla!ts from see& a!& observi!$ the &evelopme!t of roots stems
leaves flowers fruits a!& see&s ca! help to support co!structio! of arguents for
how specific pla!t structures support survival $rowth behavior a!& repro&uctio!8 /s a
possible co!clusio! for part 1 stu&e!t $roups ca! participate i! a meeti!$8 *ach team
will be assi$!e& o!e pla!t or a!imal they have observe& a!& investigated a!&
co!struct a! arguent that supports how their structures support life fu!ctio!s of that
particular or$a!ism 4P*-+-'#1-18 (hey will support the claims throu$h evidence
i!clu&i!$ observatio!s a!& odels8 /&&itio!al i&eas for e!$a$i!$ stu&e!ts i! this
i!structio!al se$me!t are provi&e& i! the followi!$ vi$!ette% Structures for Survival in a(ealthy cosystem.
Grade Four :ignetteStructures for Survival in a )ealthy Ecosyste
Introduction
(he vi$!ette prese!ts a! e.ample of how teachi!$ a!& lear!i!$ may loo i! a
fourth $ra&e classroom whe! the / 24SS are impleme!te&8 (he purpose is toillustrate how a teacher e!$a$es stu&e!ts i! three-&ime!sio!al lear!i!$ by provi&i!$
them with e.perie!ces a!& opportu!ities to &evelop a!& use the scie!ce a!&
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e KG of 13+
637
638
639
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
640
643
644
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 99/174
First 60-Day Public Review DraftNovember 2015
e!$i!eeri!$ practices a!& the crosscutti!$ co!cepts to u!&ersta!& the &iscipli!ary core
i&eas associate& with the topic i! the i!structio!al se$me!t8
"t is importa!t to !ote that the vi$!ette focuses o! o!ly a limite& !umber of
Performa!ce *.pectatio!s8 "t shoul& !ot be viewe& as showi!$ all i!structio! !ecessary
to prepare stu&e!ts to fully achieve these performa!ce e.pectatio!s or complete the
i!structio!al se$me!t8 Neither &oes it i!&icate that the performa!ce e.pectatio!s shoul&
be tau$ht o!e at a time8
(he vi$!ette uses specific classroom co!te.ts a!& themes but it is !ot mea!t to
imply that this is the o!ly way or the best way i! which stu&e!ts are able to achieve the
i!&icate& performa!ce e.pectatio!s8 Rather the vi$!ette hi$hli$hts e.amples of
teachi!$ strate$ies or$a!iatio! of the lesso! structure a!& possible stu&e!ts;
respo!ses8 /lso scie!ce i!structio! shoul& tae i!to accou!t that stu&e!t
u!&ersta!&i!$ buil&s over time a!& that some topics or i&eas re7uire activati!$ prior
!owle&$e a!& e.te!& that !owle&$e by revisiti!$ it throu$hout the course of a year8
(ays $,- , Structures for Survival8
r8 F &eci&e& to use the Califor!ia **" u!it Structures for Survival in a (ealthy
cosystem as the fou!&atio! for part o!e of his Structure and 0unction of +lants and
/nimals u!it8 e starts the u!it by calli!$ the stu&e!ts; atte!tio! to a wor& wall car& forthe wor& IstructureJ a!& reviews the &efi!itio!8 (o help them clarify their u!&ersta!&i!$
of the wor& structure r8 F ass the stu&e!ts to ima$i!e that they are looi!$ at their
reflectio! i! a mirror a!& e.ami!i!$ their teeth e.plai!i!$ that teeth are a! e.ample of a
structure i! the huma! bo&y8 e the! lea&s a class &iscussio! to chec stu&e!ts; prior
!owle&$e about the importa!ce of or$a!isms; i!ter!al a!& e.ter!al physical
structures by asi!$ them to i&e!tify o!e of their favorite pla!ts or a!imals a!&
&escribe o!e of its e.ter!al structures8 r8 F e.plai!s that i! this u!it they will be
mai!$ observatio!s to help them &evelop e"planations a!& odels for how pla!t a!&
a!imal structures function to support survival $rowth behavior a!& repro&uctio!8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e KK of 13+
645
646
647
2026
2027
2028
2029
2030
2031
2032
2033
2034
2035
2036
2037
2038
2039
2040
2041
2042
2043
2044
2045
2046
2047
2048
2049
2050
2051
2052
2053
648
651
652
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 100/174
First 60-Day Public Review DraftNovember 2015
avi!$ pla!!e& ahea& for a ha!&s-o! activity r8 F taes his stu&e!ts o! a short
wal arou!& the schoolyar& to observe some of the pla!ts a!& a!imals that live !earby8
(hey observe some bir&s flyi!$ by a!& he ass them to i&e!tify some of the e.ter!al
features of the bir&s wi!$s beas a!& eyes8 (he stu&e!ts see a s7uirrel ru!!i!$
across the $rass so r8 F ass them to i&e!tify some of the i!teresti!$ features of the
s7uirrel lo!$ tail bi$ eyes claws a!& lar$e ears8 (hey have !otice& the s7uirrel
climbi!$ up a bi$ oa tree so he ass them to i&e!tify some of its e.ter!al features8
,he! they retur!e& to the classroom with the stu&e!ts prompti!$ him r8 F
writes the !ames of the pla!ts a!& a!imals they have observe& o! the whiteboar&8 e
the! ass the stu&e!ts to list a!& briefly &escribe some of the e.ter!al structures they
saw o! these pla!ts a!& a!imals8 (he stu&e!ts tae out their scie!ce :our!als a!& &raw
o!e of the pla!ts or a!imals they observe& i!clu&i!$ specific e.ter!al structures that
they label8 4s8 Q a!other fourth $ra&e teacher &oes !ot have time for her stu&e!ts to
$o outsi&e for these observatio!s a!& &iscussio!s so she has them &o observatio!s i!
the classroom i!volvi!$ their class a7uarium pet $ui!ea pi$ a!& pla!ts i! the $ar&e!
bo.8 s8 , who &oes !ot have a!y pla!ts or a!imals i! her classroom uses the visual
ai&s i!clu&e& i! the **" curriculum u!it for the stu&e!ts; observatio!s a!& &iscussio!8
r8 F &eepe!s the &iscussio! by havi!$ the stu&e!ts e.plore the importa!ce of
these structures by a!sweri!$ several 7uestio!s i!clu&i!$% I,hat is the use of thestructureJ a!& Iow &oes the structure help the pla!t or a!imal surviveJ
(he teacher &istributes a stu&e!t worboo to each stu&e!t a!& tells them to tur!
to pa$es G=K where they will see a photo$raph of a erriam;s a!$aroo rat a!& ass
them to label the ma:or e.ter!al structures of the a!imal eyes !ose feet tail a!&
chees8 r8 F the! has stu&e!ts write a se!te!ce that e.plai!s how each structure
helps a!$aroo rats $row repro&uce or survive8 >ecause very few of the stu&e!ts are
familiar with this a!imal r8 F e.plai!s that the chees of the a!$aroo rat are
importa!t because they are use& to $ather the see&s from the &esert floor that support
its $rowth8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 100 of 13+
653
654
655
2054
2055
2056
2057
2058
2059
2060
2061
2062
2063
2064
2065
2066
2067
2068
2069
2070
2071
2072
2073
2074
2075
2076
2077
2078
2079
2080
2081
2082
656
659
660
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 101/174
First 60-Day Public Review DraftNovember 2015
(ay + ; E"ternal Structures in Changing California )abitats 8
r8 F calls the stu&e!ts; atte!tio! to the habitats wall map a!& e.plai!s that this
map shows 10 &iffere!t habitats i! Califor!ia as well as some of the a!imals a!& pla!ts
that live there8 r8 F poi!ts out that there are ma!y &iffere!t i!&s of pla!ts a!& a!imals
a!& that &iffere!t species live i! &iffere!t habitats e.plai!i!$ that ma!y have &iffere!t
e.ter!al structures to survive $row a!& repro&uce i! the terrestrial freshwater or
coastal a!& mari!e ecosystems where they live8 /s a mea!s of more fully e!$a$i!$
them i! this topic he poi!ts out their local re$io! a!& usi!$ the map a!& their local
!owle&$e ass stu&e!ts to !ame some pla!ts a!& a!imals that live there8
r8 F &ivi&es the class i!to small teams a!& allows each team to select o!e of
the pla!ts or a!imals &epicte& i! the paca$e of **" visual ai&s8 Provi&i!$ copies of
these visual ai&s to the stu&e!ts he i!structs them to i!vesti$ate a!& observe their
or$a!isms to be$i! collecti!$ the evi&e!ce to co!struct their ar$ume!ts about the
fu!ctio! of o!e of its e.ter!al structures8 /s the culmi!ati!$ team activity r8 F assi$!s
the teams to mae a visual &isplay such as a poster that &epicts the pla!t or a!imal
they i!vesti$ate& a!& labels several &iffere!t e.ter!al structures. 4Note% "! preparatio!
for his lesso!s i! part three of this u!it Sensing the nvironment, r8 F specifically ass
the stu&e!ts to i&e!tify a!& &escribe the structure and function of the a!imals;
se!sory or$a!s8
(ay . ; Survival in Changing )abitats8
"! or&er to rei!force what the stu&e!ts have lear!e& about the effects of huma!
activities o! the e!viro!me!t 4Califor!ia *!viro!me!tal Pri!ciple "" r8 F ass them to
recall their &iscussio!s &uri!$ u!it 1-part ) nergy <esources and the nvironment
about how e!er$y co!sumptio! affects the e!viro!me!t 4e8$8 loss of habitat &ue to
&ams loss of habitat &ue to surface mi!i!$ a!& air pollutio! from bur!i!$ of fossil
fuels8 e the! pro:ects visual ai&s 9++ a!& 9+5 from the Structures for Survival in a
(ealthy cosystem u!it a!& ass the stu&e!ts to review what /!!a;s hummi!$bir&s
!ee& to $row survive a!& repro&uce8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 101 of 13+
661
662
663
2083
2084
2085
2086
2087
2088
2089
2090
2091
2092
2093
2094
2095
2096
2097
2098
2099
2100
2101
2102
2103
2104
2105
2106
2107
2108
2109
2110
2111
664
667
668
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 102/174
First 60-Day Public Review DraftNovember 2015
/s a! i!&ivi&ual assessme!t r8 F re7uires each team member to write a!
evidence,based arguent focuse& o! o!e pla!t or a!imal a!& o!e of its i!ter!al or
e.ter!al structures8 e e.plai!s that the stu&e!ts; arguents must i!clu&e the
evidence they $athere& i! support of their poi!t of view a!& i!clu&e their reaso!i!$ to
support of the structure;s role i! survival $rowth behavior a!&Mor repro&uctio!8 r8 F
tells them that their writi!$s must also i!clu&e evidence,based respo!ses to two
7uestio!s% I"f they are $oi!$ to survive $row a!& repro&uce what &o pla!ts a!&
a!imals !ee& i! a&&itio! to the e.ter!al structures we have lear!e& aboutJ /!&
Iow mi$ht huma! activities affect the e!viro!me!t a!& their selecte& pla!t;s or
a!imal;s survival $rowth behavior a!&Mor repro&uctio!8J (his activity shoul& help
stu&e!ts &evelop their u!&ersta!&i!$ that survival $rowth a!& repro&uctio! of pla!ts
a!& a!imals &epe!&s o! them havi!$ a healthy terrestrial freshwater or coastal a!&
mari!e ecosystem i! which to live8
*erforance E"pectations
.,LS$,$ Fro 4olecules to <rganiss% Structures and *rocessesonstruct an argument that plants and animals have internal and e%ternal structuresthat function to support survival, growth, behavior, and reproduction. @larificationStatement: %amples of structures could include thorns, stems, roots, colored petals,heart, stomach, lung, brain, and skin. ach structure has specific functions within itsassociated system.> @/ssessment oundary: /ssessment is limited to macroscopicstructures within from one of aliforniaAs systems.>
Science and engineeringpractices
(isciplinary core ideas Cross cutting concepts
Engaging in 'rguentfro Evidenceonstruct an argumentwith evidence, data, and5or a model.
7se a model to testinteractions concerning thefunctioning of a naturalsystem.
LS$3' Structure andFunction+lants and animals haveboth internal and e%ternalstructures that serve various
functions in growth, survival,behavior, and reproduction.
LS$3( Inforation*rocessing
Systes and Syste4odels
/ system can be describedin terms of its componentsand their interactions.
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 102 of 13+
669
670
671
2112
2113
2114
2115
2116
2117
2118
2119
2120
2121
2122
2123
2124
2125
672
675
676
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 103/174
First 60-Day Public Review DraftNovember 2015
3ifferent sense receptorsare specialized for particular kinds of information, whichmay be then processed bythe animal=s brain. /nimalsare able to use their
perceptions and memoriesto guide their actions.
California6s Environental *rinciples and Concepts
*rinciple II% $he long!term functioning and health of terrestrial, freshwater, coastaland marine ecosystems are influenced by their relationships with human societies.
Concept a3 Students need to know that direct and indirect changes to naturalsystems due to the growth of human populations and their consumption ratesinfluence the geographic e%tent, composition, biological diversity, and viability of
natural systems.
Connections to the C' CCSS for EL'5Literacy% W3.3$# SL3.30
:ignette (ebrief
(he / 24SS re7uire that stu&e!ts e!$a$e i! scie!ce a!& e!$i!eeri!$
practices to &evelop &eeper u!&ersta!&i!$ of the &iscipli!ary core i&eas a!&
crosscutti!$ co!cepts8 (he lesso!s $ive stu&e!ts multiple opportu!ities to e!$a$e with
the core i&eas i! life scie!ces relate& to how the i!ter!al a!& e.ter!al structures ofpla!ts a!& a!imals support survival $rowth behavior a!& repro&uctio! thereby helpi!$
stu&e!ts move towar&s mastery of the three compo!e!ts &escribe& i! the / 24SS
performa!ce e.pectatio!8
"! this vi$!ette the teacher selecte& two performa!ce e.pectatio!s but i! the
lesso!s &escribe& above he o!ly e!$a$e& stu&e!ts i! selecte& portio!s of these P*s8
Full mastery of these P*s will be achieve& throu$hout subse7ue!t u!its8
#tu&e!ts were e!$a$e& i! a !umber of scie!ce practices with a focus o!
e!$a$i!$ i! arguent fro evidence. 'ife scie!ce le!&s itself well to &evelopi!$
stu&e!ts; abilities to mae oral a!& writte! arguent 7ith evidence data# a!& the use
of odels to test i!teractio!s co!cer!i!$ the fu!ctio!i!$ of !atural systems8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 10) of 13+
677
678
679
2126
2127
2128
2129
2130
2131
2132
2133
2134
2135
2136
2137
2138
2139
2140
2141
680
683
684
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 104/174
First 60-Day Public Review DraftNovember 2015
/s stu&e!ts e.ami!e& their ow! teeth they be$a! to u!&ersta!& the ey
scie!tific co!cept of structures, the! e.pa!&i!$ o! this !owle&$e by observi!$ the
e.ter!al features of local a!imals a!& pla!ts8 #tu&e!ts use& their scie!ce :our!als to
recor& i!formatio! about what they observe& to prepare them for a class &iscussio!
about how pla!ts; a!& a!imals; i!ter!al a!& e.ter!al structures support survival
$rowth behavior a!& repro&uctio!8
"! or&er to &evelop their abilities with scie!ce a!& e!$i!eeri!$ practices their
teacher &iscusse& the importa!ce of evidence i! co!structi!$ scie!tific arguents
about the function of o!e of its e.ter!al structures8 (he stu&e!ts rei!force& this
practice as they co!structe& evidence,based arguents about the structures of the
or$a!isms they were &escribi!$8
#tu&e!ts also e.ami!e& the crosscutti!$ co!cept of systems and system
models as they investigated the co!!ectio!s betwee! a! or$a!ism;s i!ter!al a!&
e.ter!al structures a!& how huma! activities ca! i!flue!ce their survival $rowth
behavior a!& repro&uctio!8 (his also rei!force& their &evelopi!$ u!&ersta!&i!$ of
Califor!ia *!viro!me!tal Pri!ciple "" Co!cept a Idirect and indirect changes to natural
systems due to the growth of human populations and their consumption rates influence
the geographic e%tent, composition, biological diversity, and viability of natural system 8J
CCSS Connections to English Language 'rts
#tu&e!ts use& all of the evi&e!ce they $athere& from their fiel& trip class
&iscussio!s a!& visual ai&s to co!struct a! evi&e!ce-base& ar$ume!t about the role i!
the survival $rowth behavior or repro&uctio! of the e.ter!al structures of their selecte&
or$a!isms8 (his co!!ects to the / SS for 8/58iteracy ,riti!$ sta!&ar& 4,8+818 "!
a&&itio! they &evelope& visual &isplays to support their mai! i&eas about the fu!ctio!
of the e.ter!al structures of their pla!ts a!& a!imals which correspo!&s to #peai!$
a!& 'iste!i!$ #ta!&ar& + 4#'8+858
&esources for the :ignette
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 10+ of 13+
685
686
687
2142
2143
2144
2145
2146
2147
2148
2149
2150
2151
2152
2153
2154
2155
2156
2157
2158
2159
2160
2161
2162
2163
2164
2165
2166
2167
2168
2169
688
691
692
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 105/174
First 60-Day Public Review DraftNovember 2015
• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 Structures for Survival
in a (ealthy cosystem. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8
Internal Structures and 0unction of /nimals
ow &o we hear ow &o we breathe ow &oes our bloo& move throu$h our
bo&y ,hat i!ter!al structures allow these functions to happe! ,hat structures &o
other a!imals have that allow them to ear breath a!& cause bloo& to circulate (hese
7uestio!s provi&e e.celle!t opportu!ities to e!$a$e stu&e!ts i! thi!i!$ a!&
investigating to co!struct arguents that a!imals have i!ter!al macroscopic
structures to support life functions 4+-'#-1-18 For e.ample stu&e!ts ca! use
odels vi&eos simulatio!s a!& po&casts to investigate how we hear8 (his is a!
e.celle!t way to co!!ect e.terior structures to i!terior structures8 (he e.terior structures
of the ear pi!!a a!& ear ca!al catch a!& fu!!el sou!& waves i!to the i!terior
structures of the ear8 (hese sou!& waves vibrate the tympa!ic membra!e 4ear&rum
a!& e!$a$e the ti!y bo!es 4malleus i!cus stapes to amplify the vibratio! from the ear
&rum8 (he stapes tra!sfers the wave 4mecha!ical e!er$y to the cochlea by pushi!$ o!
it8 (he wave the! travels throu$h the flui& i!si&e the cochlea e!$a$i!$ ti!y hair-lie cells
that se!& messa$es to the brai! resulti!$ i! what we hear8 (his e.ample is also a! i&eal
opportu!ity to co!!ect to e!er$y tra!sfer 4sou!& mecha!ical chemical impulses +-
P#)-2 a!& the fourth $ra&e stu&y of waves 4+-P#+-1 a!& +-P#+-)8 "!vesti$atio!s of
heari!$ ca! e.pa!& to how other a!imals hear a!& the structures that allow them to &o
so8
ther e.amples of structures to be investigated coul& i!clu&e heart stomach
lu!$ a!& brai!8 #tu&e!t activities &epe!& o! the hi$hli$hte& structure8 #tu&e!ts
shoul& co!si&er the structure and function of at least two e.amples usi!$ odels to
u!&ersta!& how the structure functions a!& is part of a lar$er system8 For lu!$sstu&e!ts ca! use or mae odels of lu!$s such as two balloo!s i! a chamber that
mo&el as the &iaphra$m is move& the balloo! i!flates of &eflates8 (hey ca! observe
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 105 of 13+
693
694
695
2170
2171
2172
2173
2174
2175
2176
2177
2178
2179
2180
2181
2182
2183
2184
2185
2186
2187
2188
2189
2190
2191
2192
2193
2194
2195
2196
2197
2198
696
699
700
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 106/174
First 60-Day Public Review DraftNovember 2015
their ow! respiratio! a!& chest moveme!t a!& ca! follow the flow of air i! a!& out of
lu!$s8 For heart odels of pumps a!& hoses ca! mo&el pulse a!& circulatio!8
#tu&e!ts will co!clu&e this part of the i!structio!al se$me!t by constructing
arguents that a!imals have i!ter!al macroscopic structures to support life fu!ctio!s
base& o! the evidence they collecte& throu$h co!&ucti!$ investigations# usi!$ a!&
buil&i!$ odels a!& a literature review8
Sensing the nvironment
#tu&e!ts be$i! by developing and using a odel to &escribe that a!imals
receive &iffere!t types of i!formatio! throu$h their se!ses process the i!formatio! i!
their brai! a!& respo!& to the i!formatio! i! &iffere!t ways 4+-'#1-28 "t is importa!t to
!ote that the i!structio!al focus is o! the i!formatio!al tra!sfer !ot the mecha!isms of
how se!se receptors a!& brai! fu!ctio!8 #tu&e!ts co!ti!ue by developing a odel to
&escribe that li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ect to be see!
4+-P#+-28
/!imals 4a!& pla!ts have specialie& structures that allow them to se!se their
e!viro!me!t8 (he e!viro!me!t is co!sta!tly $ivi!$ si$!als 4moveme!t temperature
color sou!& that a!imals receive throu$h i!ter!al a!& e.ter!al structures or se!se
receptors 4eyes si! ears hairs to!$ue a!te!!ae8 (his $athere& i!formatio! e!tersthe brai! is processe& a!& the brai! se!&s bac i!formatio! to $ui&e the actio!s of
that a!imal8 (he brai! is co!ti!ually receivi!$ a!& respo!&i!$ to se!sory i!put8 (o
create a! i!itial odel for se!si!$ the e!viro!me!t or i!formatio!al processi!$
stu&e!ts ca! be$i! with a familiar e.perie!ce to them such as touchi!$ a!& respo!&i!$
to a hot ob:ect 4for e.ample a ha!&-warmi!$ pouch8 #tu&e!ts &raw their i!itial odel
by showi!$ what they thi! is happe!i!$ whe! they touch somethi!$ hot i!&icati!$ i! a
se7ue!ce the i!itial touch with the ob:ect throu$h the mome!t i! which they pull away
from the hot ob:ect8 Further observatio!s of the se!ses 4smell of perfume usi!$ taste
testi!$ P(C paper a!& research help them develop a odel of the process of i!put
i!formatio!al tra!sfer a!& output8 #tu&e!ts are $ive! opportu!ities to investigate a!&
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 106 of 13+
701
702
703
2199
2200
2201
2202
2203
2204
2205
2206
2207
2208
2209
2210
2211
2212
2213
2214
2215
2216
2217
2218
2219
2220
2221
2222
2223
2224
2225
2226
2227
704
707
708
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 107/174
First 60-Day Public Review DraftNovember 2015
research other a!imals 4i!sects coul& be use& a$ai! to further develop odels for
i!formatio!al processi!$8 4#ee $ra&e four #!apshot% %ploring ehavior of $ermites at
the e!& of this "!structio!al se$me!t8 #tu&e!ts prese!t their odels for compariso!8
"!formatio!al processi!$ provi&es a $reat opportu!ity to i&e!tify a!& hi$hli$ht the
crosscutti!$ co!cept of cause and effect . (he stu&y of i!formatio!al processi!$
co!ti!ues i! the mi&&le school $ra&es8
!e of the ways that a!imals se!se the e!viro!me!t is throu$h si$ht8 "! $ra&e
four stu&e!ts develop a odel to &escribe that li$ht reflecti!$ from ob:ects a!&
e!teri!$ the eye allows ob:ects to be see! 4P* +-P#+-28 (his performa!ce e.pectatio!
is a! opportu!ity to co!!ect to the stu&y of structure and function of a!imals a!&
se!si!$ the e!viro!me!t to the specific process of how li$ht reflectio! plays a part i!
what we see8 #tu&e!ts are i!tro&uce& to li$ht a!& i!teractio! of li$ht with ob:ects i!
$ra&e o!e a!& i! $ra&e four they apply that u!&ersta!&i!$ to how we see.
/ commo! preco!ceptio! that stu&e!ts have relate& to li$ht a!& si$ht is that li$ht
comes from ob:ects a!& that is the reaso! why we see them8 (eachers ca! be$i! by
i!structi!$ stu&e!ts to &raw a! i!itial odel to e.plai! how we ca! see ourselves i! a
mirror or how we see ob:ects8 Ne.t a powerful way to tap i!to stu&e!t thi!i!$ a!& to
be$i! to buil& co!ceptual u!&ersta!&i!$ is throu$h the use of scie!ce assessme!t
probes to e!$a$e stu&e!ts a!& u!cover their prior !owle&$e8 *.amples of two probesthat provi&e $oo& ope!i!$ activities are I/pple i! the DarJ a!& I#eei!$ the 'i$htJ
4?eeley *berle a!& Farri! 2005< ?eeley 20128 I/pple i! the DarJ provi&es a sce!ario
which taps i!to stu&e!t i&eas about how we see li$ht 4,oul& you be able to see a re&
apple i! a totally &ar room a!& I#eei!$ the 'i$htJ ass stu&e!ts to i&e!tify types of
ob:ects a!& materials that reflect li$ht8 *ach probe ass stu&e!ts to i&e!tify what they
!ow a!& to &etail their thi!i!$ behi!& their choices8 (he stu&e!t fee&bac from these
formative assessme!ts ca! help to &irect the series of e.perime!ts a!& observatio!s
that follow8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 103 of 13+
709
710
711
2228
2229
2230
2231
2232
2233
2234
2235
2236
2237
2238
2239
2240
2241
2242
2243
2244
2245
2246
2247
2248
2249
2250
2251
2252
2253
2254
2255
712
715
716
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 108/174
First 60-Day Public Review DraftNovember 2015
Figure $=% / &rawi!$ showi!$ how we see a perso! missi!$ the li$ht source 4su! or
li$ht bulb8 4#( ,orboos 2015
From these i!itial i&eas probes a!& &iscussio!s stu&e!ts i!vesti$ate reflectio!
of li$ht from various ob:ects to &evelop a! u!&ersta!&i!$ that li$ht travels i! a &irectio!
a!& is reflecte& from some ob:ects8 Collaborative stu&e!t teams be$i! to i!vesti$ate
reflectio! with flashli$hts a!& mirrors8 (hey co!&uct a! investigation by hol&i!$ the
flashli$ht at &iffere!t a!$les a!& &rawi!$ &ia$rams represe!ti!$ their observatio!s
showi!$ the tra:ectory of the li$ht a!& i!&icati!$ the source a!& the receiver of the li$ht8
(hey observe that the source of li$ht travels i! a strai$ht li!e a!& is the! reflecte&8 /t
this poi!t stu&e!ts will revise their odel with their a&&itio!al observatio!al i!formatio!
usi!$ flashli$hts a!& mirrors8
(hey co!ti!ue i!vesti$ati!$ the reflectio! of the flashli$ht o! other surfaces
i!clu&i!$ shi!y surfaces 4ylar $lass $lossy pai!t or ob:ects 4$lass crystal leaves
a!& !o!-shi!y surfaces 4woo& &irt eraser !oti!$ that some materials are $oo&
reflectors a!& some are !ot $oo& reflectors of li$ht8 Further investigation coul& i!clu&e
&immi!$ or tur!i!$ off li$hts a!& mai!$ observatio!s of ob:ects i! &ar with the
flashli$ht o! 4ob:ect ca! be see! a!& off 4ob:ect ca!!ot be see! or !ot see! as well8
Fi!ally stu&e!ts retur! to their i!itial odel a!& mae the fi!al revisio!s base& o! their
e.ploratio! of li$ht a!& reflectio!8 #tu&e!t represe!tatio!s i!clu&e the tra:ectory of theli$ht from the source to the ob:ect a!& the! to the eye of the observer8 #tu&e!ts may
!ee& a&&itio!al writte! e.pla!atio!s a!& refere!ce materials to co!!ect their ow!
observatio!s a!& &ia$rams to further &eepe! their u!&ersta!&i!$ of how li$ht reflecti!$
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 10G of 13+
717
718
719
2256
2257
2258
2259
2260
2261
2262
2263
2264
2265
2266
2267
2268
2269
2270
2271
2272
2273
2274
2275
2276
2277
2278
2279
2280
720
723
724
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 109/174
First 60-Day Public Review DraftNovember 2015
from ob:ects a!& e!teri!$ the eye allows ob:ects to be see!8 4#ee fi$ure 1G From these
e.perie!ces a!& a review of te.t stu&e!t teams will &evelop their fi!al odel of how
li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ects to be see!8 #tu&e!ts
coul& &evelop poster odels that woul& be part of a $allery wal where the e!tire class
woul& have a cha!ce to review a!& respo!& to each odel8
Figure $>% o&el calle& a I'i$ht ray &ia$ramJ of a li$ht source 1 4su! as it hits a!ob:ect 2 4apple a!& li$ht from this ob:ect i! the! reflecte& to the observer ) 4perso!84Color atters 2011
(his part of the i!structio!al se$me!t has some stro!$ ties to other Performa!ce
*.pectatio!s i! fourth $ra&e8 *!er$y tra!sfer 4+-P#)-2 ca! be hi$hli$hte& as stu&e!ts
stu&y li$ht reflectio!8 #ome ob:ects absorb li$ht 4blac as &emo!strate& by i!crease&
temperature a!& some ob:ects reflect li$ht 4white resulti!$ i! less of a temperature$ai!8 easuri!$ the heat of ob:ects as they receive the same amou!t of su!li$ht ca!
help bri&$e life scie!ce to physical scie!ce8
/s this i!structio!al se$me!t is co!clu&e& stu&e!ts mae observatio!s to
provi&e evidence that li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ects to
be see! 4+-P#+-28 Differe!ces i! the patterns of placeme!t a!& sie of the eyes 4a!&
ears of pre&ator a!& prey mammals a!& other a!imals ca! provi&e a bri&$e 4+-'#1-1
that a!imals have i!ter!al a!& e.ter!al structures that support survival $rowth
behavior a!& repro&uctio!8
Grade Four Snapshot% E"ploring 1ehavior of Terites
Introduction
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 10K of 13+
725
726
727
2281
2282
2283
2284
2285
2286
2287
2288
2289
2290
2291
2292
2293
2294
2295
2296
2297
2298
2299
2300
2301
2302
2303
2304
2305
2306
728
731
732
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 110/174
First 60-Day Public Review DraftNovember 2015
r8 #;s +th $ra&e class is rea&y to be$i! to e.plore part )- Sensing the
nvironment the fi!al sectio! i! i!structio!al se$me!t + Structure and 0unction of
+lants and /nimals8 e is ea$er to mae this a ha!&s-o! e.perie!ce for stu&e!ts a!&
wa!ts to buil& from their i!itial stu&y of the e.ter!al structure and function of i!sects8
r8 #8 is also very i!tereste& i! stu&e!ts havi!$ ha!&s-o! e.perie!ces with live
or$a!isms a!& wa!ts to be$i! to co!struct a series of lesso!s a!& investigations for
his stu&e!ts to meet the performa!ce e.pectatio! +-'#1-2 7se 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.
/t a rece!t !atio!al scie!ce co!fere!ce r8 # co!&ucte& his ow! ha!&s-o!
e.perie!ce with a! i!vesti$atio! i!volvi!$ termites8 Pe! li!es were &raw! i! various
shapes o! a piece of paper a!& worer termites were release& o!to the paper8 (o
everyo!e;s amaeme!t the termites be$a! to carefully follow the pe! &esi$!s8
/tte!&ees be$a! to ask questions a!& &evelop causes for why this mi$ht be
happe!i!$8 ,as it the color of the pe! or wi&th of the pe! li!e Di& the pe! leave a
$roove i! the paper to follow or &i& the termites IsmellJ the pe! mar8 i$ht there be
a!other cause for this behavior by the termites Investigations ea$erly be$a! to
a!swer the ma!y 7uestio!s pose& i! the co!fere!ce room8 /fter further research r8 #8
fou!& out that worer termites secrete pheromo!es chemical si$!als to assist other
termites; search for foo& a!& !est buil&i!$8 (ermites use their a!te!!ae to &etect these
pheromo!es a!& process this chemical si$!al i! their brai! to help them fi!& their way
to foo& or the !est as they are bli!& or$a!isms8 Certai! i!s i! pe!s are closely relate&
to the pheromo!es secrete& by the termites e saw this investigation as a $reat way
for stu&e!ts to be$i! to e.plore i!formatio!al processi!$ i! a ha!&s-o! way a!& to
emphasie the crosscutti!$ co!cept cause and effect .
r8 # ea$erly ope!e& the class I'et;s &o a 7uic review of what we !ow about
the structures of i!sects% loo i!to your !oteboos a!& tal to your $roup8 *ach $roup
shoul& come up with two se!te!ces about structures of i!sects8J /fter several mi!utes
teams of stu&e!ts were rea&y to report out about structures of i!sects8 r8 #;s stu&e!ts
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 110 of 13+
733
734
735
2307
2308
2309
2310
2311
2312
2313
2314
2315
2316
2317
2318
2319
2320
2321
2322
2323
2324
2325
2326
2327
2328
2329
2330
2331
2332
2333
2334
2335
736
739
740
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 111/174
First 60-Day Public Review DraftNovember 2015
wor i! well-or$a!ie& scie!ce teams8 *ach member of the team has a &esi$!ate& :ob
assi$!me!t that are rotate& throu$hout the year 4facilitator reporter materials ma!a$er
a!& recor&er8 (eam 5;s reporter co!fi&e!tly state& that i!sects have three bo&y
se$me!ts% hea& thora. a!& ab&ome!8 (eam 2 ma&e sure the class was remi!&e& of
the &iffere!t type of le$s that allowe& i!sects to crawl hop or swim8 (eam ) reporte& o!
the &iffere!t types of a!te!!ae a!& how the variety of i!sect a!te!!ae helpe& the
or$a!isms se!se their e!viro!me!t8 r8 # 7uicly type& i!to the classroom computer
a!& pro:ecte& the stu&e!ts; stateme!ts o! the scree!8
r8 # co!ti!ue& I(o&ay we are $oi!$ mae observatio!s a!& set up
investigations to e.plore termites; ability to se!se the e!viro!me!tJ r8 #8 pro:ecte&
several ima$es of termites o! the scree!8 Iave you ever see! termites beforeJ r8 #
ase&8 /!tho!y respo!&e& I'ast spri!$ my pare!ts ha& to call the termite people to
clea! the house8 " &i&!;t !ow we ha& termites8 (he whole house was covere& i!
plastic8J ISes we call that process termite &isi!festatio!8 "t is 7uite commo! for woo&
houses to have termites livi!$ i! them8J e the! &irecte& the stu&e!ts to &raw a simple
fi$ure of a termite o! their !oteboo8 (hey will label the parts of the i!sect later8
Ne.t to the amaeme!t of the stu&e!ts the teacher pulle& out from i!si&e a
cabi!et a tray co!tai!i!$ several small co!tai!ers8 #omethi!$ was movi!$ i! those
co!tai!ers
4Note% "f the teacher a!&Mor school have co!cer!s about stu&e!ts usi!$ live termites the
lesso! ca! be a&apte& so o!ly the teacher is respo!sible for ha!&li!$ the termites8
I" am $oi!$ to $ive each $roup a co!tai!er with a few termites i! it8 Please be
$e!tle with them as " showe& you earlier8J (he materials ma!a$er from each $roup
7uicly we!t to pic up a small co!tai!er of termites from the teacher a!& retur!e& to
their table8 e the! &irecte& the recor&er i! each team to &raw a simple s7ui$$le li!e o!
a piece of paper8 (he team facilitator carefully poure& the termites from their hol&i!$
co!tai!er o! to the paper a!& the remai!i!$ two stu&e!ts ha& small pai!tbrushes i!
ha!& to $e!tly eep the termites o! the paper8 (o the amaeme!t of the stu&e!ts the
termites be$a! to follow the pe! &esi$! #tu&e!ts recor&e& their observatio!s a!&
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 111 of 13+
741
742
743
2336
2337
2338
2339
2340
2341
2342
2343
2344
2345
2346
2347
2348
2349
2350
2351
2352
2353
2354
2355
2356
2357
2358
2359
2360
2361
2362
2363
2364
744
747
748
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 112/174
Example group data table
Color ofwritingimplement
Tria# %&s"ira#' of termitesfo##owing #ine
Tria# (&s"ira#' of termitesfo##owing #ine
)#ueshar"ie)#ue "enci#)#ue)a##"oint)#ue *e#"en
First 60-Day Public Review DraftNovember 2015
7uestio!s i! their scie!ce !oteboo8
/fter five to te! mi!utes of observatio!s $roups are ase& to $e!erate a list of
7uestio!s about the termites a!& possible i&eas that e.plai! the cause for why the
termites; behavior followe& the &rawi!$s o! the paper . *ach reporter for the $roup offers
a! i&ea8 I,e thi! the cause maybe that termites follow a specific color so " wo!&er if
the cha!$i!$ color woul& mae a &iffere!ce i!
behaviorJ offers the team 2 reporter8 eather
a&&e& to the list I(eam four thi!s the bra!& of
pe! &etermi!es the cause for the termites to
follow the li!es8J Qe!!ifer poses the 7uestio!
IDoes it matter if the li!es are strai$ht or
curve&J ther 7uestio!s a!& causes i!clu&e placeme!t of termites o! the paper the
wi&th of the pe! the o&or of the pe! the te.ture that the pe! maes o! the paper8 From
this &iscussio! r8 #8;s stu&e!ts be$i! to &evelop i&eas for investigations3
*ach team chose o!e variable or cause to test a!& e.ami!e a!& report the result
4effect to the class8 /fter a &iscussio! le& by r8 # each team creates a table to recor&
the &ata for their e.perime!t that i!clu&es the variable or cause they were testi!$ a!&
the !umber of termites that followe& the li!e &raw!8 (hey also too observatio!al !otes
&uri!$ the testi!$ time to further !ote the effect of the variable teste&8 /fter careful
investigation a!& &ata recor&i!$ the $roups carefully place the termites bac i!to their
co!tai!ers a!& prepare to share their e.perime!tal results with the rest of the class8
,hat became clear from the classroom &iscussio! is that the termites follow the
li!es that were &raw! to certai! types of ballpoi!t pe!8 >allpoi!t pe!s cause the most
amou!ts of termites to follow the li!es that were &raw! o! the paper 4effect8
(hey also !ote& that it &i& !ot matter if the &esi$! shape was curve& or strai$ht8
r8 #8 ass stu&e!ts to e.plai! i! their !oteboos of how they thi! the termite is
processi!$ the se!sory i!formatio! to follow the trail that i!clu&es the evidence from
their investigations a!& provi&es a cause and effect relatio!ship8 For several mi!utes
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 112 of 13+
749
750
751
2365
2366
2367
2368
2369
2370
2371
2372
2373
2374
2375
2376
2377
2378
2379
2380
2381
2382
2383
2384
2385
2386
2387
2388
2389
2390
2391
2392
2393
752
755
756
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 113/174
First 60-Day Public Review DraftNovember 2015
the $roups are busy shari!$ i&eas &rawi!$ a!& revisi!$ their &rawi!$s8
Ne.t he provi&es each stu&e!t with some bac$rou!& rea&i!$ about how worer
termites commu!icate with special chemicals calle& pheromo!es8 (he te.t &escribes
how termites lai& &ow! these pheromo!es to commu!icate locatio! of foo& or !esti!$
locatio!s8 (ermites; a!te!!ae are able to se!se these pheromo!es process this
i!formatio! i! their brai! a!& the effect is termites are able to travel to specific
locatio!s8 #tu&e!t teams rea& the scie!tific i!formatio! use the i!formatio! to i!form
their i!itial odel a!& r8 # lea&s a class &iscussio! to li! the stu&e!ts; termite
investigation to the bi$ i&ea of i!formatio!al processi!$8
Conclusion
(he teacher provi&es each stu&e!t team a pacet with i!formatio! re$ar&i!$
&iffere!t i!sects to research a!& report bac to the class8 (he report has to i!clu&e a
&escriptio! of the specific i!formatio!al processi!$ pathways u!i7ue to their assi$!e&
i!sect8
(his s!apshot i!itiates the stu&e!ts; stu&y of how a!imals receive &iffere!t types
of i!formatio! throu$h their se!ses process the i!formatio! i! their brai! a!& respo!&
to the i!formatio! i! &iffere!t ways8 "t also i!volves stu&e!ts i! the practice of planning
and carrying out investigations a!& the crosscutti!$ co!cept of cause and effect.
ther or$a!isms ca! be use& to be$i! or e.te!& this sub:ect i!clu&i!$ the i!vesti$atio!
of isopo&s 4or isopo&s a!& beetles a!& their respo!se to moisture or temperature i! the
e!viro!me!t8 a!y resources hi$hli$hti!$ the use care a!& appropriate &isposal of
or$a!isms i! the classroom ca! be fou!& o! the web or i! e.isti!$ curriculum8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 11) of 13+
757
758
759
2394
2395
2396
2397
2398
2399
2400
2401
2402
2403
2404
2405
2406
2407
2408
2409
2410
2411
2412
2413
2414
2415
2416
2417
760
763
764
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 114/174
First 60-Day Public Review DraftNovember 2015
Grade Five
(here are three ma:or crosscutti!$ co!cepts that are bei!$ &evelope& i! $ra&e
five at a &eeper level% systems and system models scale, proportions, and
quantity a!& cause and effect 8 owever matter and energy a!& patterns are also
a&&resse& i! this $ra&e8 #tu&e!ts e!$a$e i! simple investigations of small systems
4e8$8 potte& pla!t to lar$er o!es lie the mae-up of their ecosystems a!& the flow of
energy and matter i! it8 System models of the biosphere a!& how it i!teracts with the
atmosphere lithosphere a!& hy&rosphere are &evelope&. #tu&e!t thi!i!$ a!&
e.perie!ces &emo!strate a stro!$er u!&ersta!&i!$ of the li!s betwee! matter and
energy as it $oes from smaller systems 4molecular level to lar$er o!es 4#u! a!& the
stars8 "! this $ra&e it is also the first time that stu&e!ts thi! of the co!!ectio!s of
atomic level microor$a!isms amou!ts of water use& per co!sumer to processes of the
*arth;s atmosphere a!& the B!iverse8 #tu&e!ts i! this $ra&e apply scale, proportions,
and quantity i! all their scie!ce i!structio!al se$me!ts8 easuri!$ volumes of water
a!& amou!ts of other materials help the stu&e!t use mathematics and computational
thinking to support their investigations8 (here is a stro!$ focus o! water i! the three
&iscipli!es% physical life a!& *arth scie!ces8 #tu&e!ts i!vesti$ate a familiar material
a!& how it is fou!& as a ce!tral piece i! livi!$ or$a!isms 4pla!ts a!& a!imals use it to
loo for evidence of particles too small to be see! 4breath o! a mirror a!& thatfreshwater is a scarce resource for huma!s o! *arth8
(able ) summaries the P*s i!clu&e& i! each i!structio!al se$me!t a!& the
crosscutti!$ co!cepts that stu&e!ts may use as a tool to mae se!se of the &iscipli!ary
core i&eas8 (hese i!structio!al se$me!ts are &esi$!e& to be tau$ht i! this su$$este&
se7ue!ce over the spa! of a school year !ot tau$ht i!&ivi&ually8 ,here appropriate
P*s that i!te$rate scie!ce i&eas with e!$i!eeri!$ &esi$! are accompa!ie& by o!e of
the three P*s i! $ra&es )=5 e!$i!eeri!$ &esi$!8 (he P*s mare& with a! asteris
i!te$rate tra&itio!al scie!ce co!te!t with e!$i!eeri!$ throu$h a practice or &iscipli!ary
core i&ea8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 11+ of 13+
765
766
767
2418
2419
2420
2421
2422
2423
2424
2425
2426
2427
2428
2429
2430
2431
2432
2433
2434
2435
2436
2437
2438
2439
2440
2441
2442
2443
2444
2445
2446
768
771
772
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 115/174
First 60-Day Public Review DraftNovember 2015
Table +% Instructional Segents in Grade 0
G&'(E FI:E
I n s t r u c t i o n a
l S e g e n t $ %
4 a t t e r a n d I n t e r a c t i o n s
*erforance E"pectations 'ddressed
0,*S$,$# 0,*S$,-# 0,*S$,+# 0,*S$,.# +,0,ETS$,+
)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els
• Pla!!i!$ a!& Carryi!$ out
"!vesti$atio!s
P#18/% #tructure a!&Properties of atter P#18>% Chemical Reactio!s
• #cale Proportio! a!&
@ua!tity
• Cause a!& *ffect
1rief Suary /ll matter is ma&e of particles that are too small to see8 (his particle mo&el ca! be use&to u!&ersta!& the properties of soli&s li7ui&s a!& $ases8 !e ca! use physical a!& chemicalproperties to i&e!tify substa!ces8 ,he! chemical reactio!s occur !ew substa!ces are forme& fromstarti!$ substa!ces however the overall mass of matter remai!s u!cha!$e& 4co!servatio! of mass8
I n s t r u c t i o n a l S e g e n t - %
F r o 4 a t t e r t o < r g a n i s s
*erforance E"pectations 'ddressed
0,LS$,$# 0,LS-,$# 0,*S+,$
)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els P#)8D% *!er$y i! Chemical
Processes a!& *very&ay 'ife
'#18C% r$a!iatio! for attera!& *!er$y Flow i! r$a!isms'#28/% "!ter&epe!&e!tRelatio!ships i! *cosystems'#28>% Cycles of atter a!&*!er$y (ra!sfer i! *cosystems
• #ystems a!& #ystems
o&els
*!er$y a!& atter
Suary of (CI*!er$y from the su! is capture& by pla!ts a!& that e!er$y is release& to a!imals from foo&8 attercycles betwee! air soil pla!ts a!imals a!& microbes as these or$a!isms live a!& &ie8 r$a!ismsare relate& i! foo& webs8 ultiple species of &iffere!t types are !ecessary for a healthy foo& web8
*erforance E"pectations 'ddressed0,ESS-,$# 0,ESS-,-# 0,ESS+,$# +,0,ETS$,+
)ighlighted SE* )ighlighted (CI )ighlighted CCC
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 115 of 13+
773
774
775
2447
2448
2449
2450
2451
2452
776
779
780
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 116/174
First 60-Day Public Review DraftNovember 2015
I n s t r u c t i o
n a l S e g e n t + %
E a r t h S y s t e s a n d * r o c e s s e s
• btai!i!$ *valuati!$ a!&
Commu!icati!$ "!formatio!
*##28/% *arth aterials a!&#ystems*##28C% (he Roles of ,ater i!*arth;s #urface Processes
• #cale Proportio! a!&
@ua!tity
• #ystems a!& #ystems
o&els
• Cause a!& *ffect
1rief Suary(he *arth;s ma:or systems 4atmosphere biosphere $eosphere hy&rosphere i!teract to affect earth;materials a!& processes8 ost of the water o! the *arth is i! the ocea!8 ost fresh water is i!$laciers or u!&er$rou!&8 / ti!y fractio! is i! streams laes wetla!&s a!& atmosphere8 uma!activities have ma:or effects o! the *arth;s systems8 uma!s ca! protect *arth;s resources a!&e!viro!me!ts8
I n s t r u c t i o n a l S e g e n t . %
* a t t e
r n s i n E a r t h B S p a c e
*erforance E"pectations addressed
0,*S-,$# 0,ESS$,$# 0,ESS$,-
)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els P#28>% (ypes of "!teractio!s
*##18/% (he B!iverse a!& its#tars*##18>% *arth a!& the #olar
#ystem
• Patter!s
• #cale Proportio! A @ua!tity
• #ystems A #ystem o&els
1rief Suaryravitatio!al force acts o! ob:ects !ear the *arth;s surface8 (he orbits of *arth arou!& the su! a!&the moo! arou!& earth cause pre&ictable a!& observable patter!s8 (he su! is a star a!& appearsbri$hter that other stars because it is closer8
ra&e Five-"!structio!al #e$me!t 1% atter a!& "ts "!teractio!s
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 116 of 13+
781
782
783
2453
2454
2455
784
787
788
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 117/174
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 118/174
First 60-Day Public Review DraftNovember 2015
Grade Five,Instructional Segent $% 4atter and Its Interactions
&hat evidence is there that matter is made of particles too small to be seen'
&hen matter changes state, does its weight change'
&hat happens when two different substances are mi%ed'
(ow do we know when a chemical reaction occurs'
&hen a chemical reaction happens properties are the same5different between the
starting and ending materials'
Crosscutting concepts% #cale a!& Proportio!< Cause a!& *ffectScience and Engineering *ractices% Developi!$ a!& Bsi!$ o&els< Pla!!i!$ a!&
Carryi!$ out "!vesti$atio!s
#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%
0,*S$,$ (evelop a odel to describe that atter is ade of particles too sall
to be seen3 EClarificatio! #tateme!t% *.amples of evi&e!ce supporti!$ a
mo&el coul& i!clu&e a&&i!$ air to e.pa!& a basetball compressi!$ air i! a
syri!$e &issolvi!$ su$ar i! water a!& evaporati!$ salt water8 E /ssessment
oundary: /ssessment does not include the atomic!scale mechanism of
evaporation and condensation or defining the unseen particles.>
0,*S$,- 4easure and graph quantities to provide evidence that regardless of the
type of change that occurs 7hen heating# cooling# or i"ingsubstances# the total 7eight of atter is conserved3 EClarificatio!
#tateme!t% *.amples of reactio!s or cha!$es coul& i!clu&e phase cha!$es
&issolvi!$ a!& mi.i!$ that form !ew substa!ces8 E /ssessment oundary:
/ssessment does not include distinguishing mass and weight.
0,*S$,+ 4ake observations and easureents to identify aterials based on
their properties3 EClarificatio! #tateme!t% *.amples of materials to be
i&e!tifie& coul& i!clu&e bai!$ so&a a!& other pow&ers metals mi!erals a!&
li7ui&s8 *.amples of properties coul& i!clu&e color har&!ess reflectivity
electrical co!&uctivity thermal co!&uctivity respo!se to ma$!etic forces a!&
solubility< &e!sity is !ot i!te!&e& as a! i&e!tifiable property8 E /ssessment
oundary: /ssessment does not include density or distinguishing mass and
weight.
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 11G of 13+
797
798
799
2462
800
801
802
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 119/174
First 60-Day Public Review DraftNovember 2015
0,*S$,. Conduct an investigation to deterine 7hether the i"ing of t7o or
ore substances results in ne7 substances3 EClarificatio! #tateme!t%
*.amples of combi!atio!s that &o !ot pro&uce !ew substa!ces coul& i!clu&e
sa!& a!& water8 *.amples of combi!atio!s that &o pro&uce !ew substa!ces
coul& i!clu&e bai!$ so&a a!& vi!e$ar or mil a!& vi!e$ar8
ETS$,+ *lan and carry out fair tests in 7hich variables are controlled and failure
points are considered to identify aspects of a odel or prototype that
can be iproved3 EClarificatio! #tateme!t% *.amples of mo&els coul& i!clu&e
&ia$rams a!& flow charts8
1ackground for teachers
(he mai! $oal of this i!structio!al se$me!t is for stu&e!ts to &evelop a!& refi!e
the i&ea of conservation of matter a!& of particulate mo&els for matter without
stressi!$ the e.act sie a!& structure of the particles but reco$!ii!$ that they are so
small that we ca!!ot see them eve! with the ai& of a microscope8
Bsi!$ a variety of investigations a!& observatio! i!clu&i!$ observatio!s of
simulatio!s stu&e!ts &evelop &isti!ct odels for the substructure of soli&s a!& li7ui&s
a!& for $ases buil&i!$ o! a!& $oi!$ beyo!& the mo&els from their earlier e.perie!ces
with matter8 #tu&e!ts &o !ot i!tuitively have a particulate view of a!y type of matter8
#oli&s a!& li7ui&s loo co!ti!uous a!& $as as a collectio! of particles movi!$ i! space
is eve! more &ifficult for them to visualie base& o! their e.perie!ces of air a!& their
la!$ua$e about it8 (he activities i! this i!structio!al se$me!t must i!volve multiple
phe!ome!a i! which &iffere!t types of particles i!teract mi. a!& move arou!& so that
stu&e!ts !ee& particulate odels to e.plai! what they observe8 (eachers must carefully
choose a phe!ome!a to help stu&e!ts &evelop a!& apply the odels8 For e.ample
reco$!ii!$ how a particulate mo&el of a $as e.plai!s phe!ome!a such as air pressure8
#tu&e!ts ca! investigate how air pressure cha!$es whe! the same amou!t of air is
compresse& i!to a smaller volume or whe! the close& co!tai!er is heate& at fi.e&
volume8 #tu&e!ts &evelop the i&ea that mass 4or wei$ht si!ce we &o !ot !ee& to
&isti!$uish them at this $ra&e is a pro.y for how much matter is prese!t8 /t this $ra&e
level the terms IatomJ a!& ImoleculeJ may be familiar but most stu&e!ts &o !ot have a
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 11K of 13+
803
804
805
2463
2464
2465
2466
2467
2468
2469
2470
2471
2472
2473
2474
2475
2476
2477
2478
2479
2480
2481
2482
2483
2484
806
807
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 120/174
First 60-Day Public Review DraftNovember 2015
clear mo&el of the &isti!ctio!s betwee! them8 (he $e!eric term IparticleJ is use& for
either8 #tu&e!ts !ee& some !ames for the &iffere!t types of particles i! a mi.ture or
solutio! 4e8$8 water particles su$ar particles o.y$e! particles8 owever the !ames of
specific eleme!ts are i!tro&uce& o!ly as !ee&e& to &escribe a!& &iscuss their
observatio!s about matter phe!ome!a a!& the !ature of the &iffere!ces betwee!
&iffere!t eleme!ts is !ot stresse&8 #tu&e!ts shoul& u!&ersta!& that matter ca!
&isappear 4that is ceases to be visible for e.ample by &issolvi!$ but that we !ow it is
still there whe! we wei$h the resulti!$ solutio!8 (his i&ea buil&s o! prior activities with
more visible matter a!& its cha!$es 4for e.ample wei$hi!$ ice melti!$ it a!& wei$hi!$
the water8 (his is a! e.celle!t opportu!ity to hi$hli$ht scale, proportion and quantity
relatio!ships as well as patterns8
(he i&ea that materials have co!siste!t properties a!& that we ca! ofte! use
these properties to i&e!tify what type of matter is prese!t is also &evelope& a!& ma&e
e.plicit i! this i!structio!al se$me!t8 #tu&e!ts !ow this i! simple cases8 (hey
reco$!ie a!& !ame a wi&e variety of materials without eve! thi!i!$ about how they &o
it8 (eachers !ee& to mae the implicit !owle&$e e.plicit asi!$ stu&e!ts how they
!ow that this is woo& a!& that is stai!less steel or alumi!um8 Ne.t the $oal of the
activities i! this i!structio!al se$me!t shoul& be to &evelop a broa&er a!& more e.plicit
se!se of what i!&s of properties ca! be use& to characterie a substa!ce a!& whatca!!ot8 For e.ample the color of a soli& &oes !ot tell us much because it ca! be
cha!$e& with a thi! layer of pai!t but the color of a li7ui& may tell us somethi!$ but
perhaps !ot everythi!$ we !ee& to !ow about what it is8 ,ori!$ with soli& materials
stu&e!ts !ee& to &evelop a set of co!cepts a!& a la!$ua$e for investigating a!&
&escribi!$ a!& classifyi!$ them8 Properties i!clu&e both i!tri!sic properties such as%
Does it co!&uct heat or electricity well Does it be!& easily "s it ri$i& or compressible
"s it attracte& by a ma$!et /t what temperature &oes it melt Chemical properties
i!clu&e% Does it &issolve i! water or o.i&ie with air (he possible list is very lo!$ a!&
!o stu&e!t !ee&s a! e.haustive list but the i!structio!al se$me!t must buil& a set of
coor&i!ate& i&eas about properties of matter a!& i&e!tificatio! of &iffere!t types of
matter throu$h a cohere!t set of activities a!& &iscussio!s8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 120 of 13+
808
809
810
2485
2486
2487
2488
2489
2490
2491
2492
2493
2494
2495
2496
2497
2498
2499
2500
2501
2502
2503
2504
2505
2506
2507
2508
2509
2510
2511
2512
2513
2514
2515
811
812
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 121/174
First 60-Day Public Review DraftNovember 2015
Engineering Connection%
(his i!structio!al se$me!t provi&es e.celle!t
opportu!ities for stu&e!ts to &evelop compete!cy i! e!$i!eeri!$
&esi$! by solvi!$ problems i!volvi!$ the properties of materials8For e.ample stu&e!ts ca! co!struct towers out of a variety of
materials such as !ewspaper a!& tape popsicle stics a!& $lue or straws a!&
paperclips to &etermi!e the how the properties of these materials &o or &o !ot le!&
themselves to co!structi!$ towers that are tall a!& that bear wei$ht8 #tu&e!ts will fi!&
that they ca! cha!$e the properties of materials by usi!$ them i! &iffere!t ways such
as i!creasi!$ the stre!$th of paper by rolli!$ it i!to tubes or i!creasi!$ the stre!$th of
three i!&e. car&s by $lui!$ them to$ether with $lue stics8 (esti!$ the structures to
failure e!able observatio! of failure poi!ts a!& failure mo&es such as crushi!$ a!&
bucli!$ stretchi!$ a!& teari!$ !oti!$ that &iffere!t materials fail i! &iffere!t ways8 /t
least some of the properties i!tro&uce& !ee& to be 7ua!tifiable a!& measureable a!&
stu&e!ts shoul& $ai! e.perie!ce i! mai!$ such measureme!ts o! structures that they
buil&8
(escription of Instructional Segent%
>y the e!& of $ra&e five stu&e!ts have &evelope& the u!&ersta!&i!$ that all
matter is comprise& of particles that are too small to be see!8 /lthou$h these particles
ca!!ot be see! they ca! be &etecte& by other mea!s 4e8$8 by wei$hi!$ or by its effects
o! other ob:ects8 (hey are e.te!&i!$ their !owle&$e of observable properties of
matter 4visual aural te.tural its uses a!& classificatio! by ori$i! 4!atural or
ma!ufacture& or state 4soli& or li7ui&8 "! a&&itio! stu&e!ts be$i! e.plori!$ the effects
of temperature o! o!e substa!ce a!& develop a odel of what happe!s whe! two or
more substa!ces are mi.e& to$ether8 (his i!structio!al se$me!t is &ivi&e& i! three
parts% Part 1- Developi!$ a Particulate B!&ersta!&i!$ of atter A Part 2- i.i!$ atter
4i.tureMChemical Reactio!A a!& Part )- Co!servatio! of atter
3eveloping a +articulate 7nderstanding of 6atter
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 121 of 13+
813
814
815
2516
2517
2518
2519
2520
2521
2522
2523
2524
2525
2526
2527
2528
2529
2530
2531
2532
2533
2534
2535
2536
2537
2538
2539
2540
2541
2542
2543
2544
2545
816
817
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 122/174
First 60-Day Public Review DraftNovember 2015
#tu&e!ts shoul& e!$a$e i! i!vesti$atio!s of phe!ome!a that allow them to
develop a odel of matter which i!clu&es the i&ea that all matter is comprise& of
particles that are too small to be see!8 4odels at this $ra&e level &o !ot &isti!$uish
betwee! atoms or molecules as particles but stu&e!ts &o &evelop odels that e.plai!
ma:or &iffere!ces betwee! the substructures of soli&s li7ui&s a!& $ases8 "! a&&itio!
stu&e!ts e.plore what happe!s to a substa!ce 4e8$8 water as it is heate& or coole&8
#tu&e!ts are !ot re7uire& to !ow specific atoms molecular structures or compou!&s
but ca! represe!t the particles i! their mo&els usi!$ u!&iffere!tiate& particles &raw! as
&ots or small spheres 4or circles8
/s a starti!$ poi!t for developing these odels stu&e!ts e.plore a!& develop
odels that help e.plai! phe!ome!a i!volvi!$ $ases such as wi!& air pressure a!&
hot-air balloo!s a!& the motio! of &ust particles i! air 4!ow! as >row!ia! motio! but
stu&e!ts &o !ot !ee& to !ow this termi!olo$y8 (he $oal is to &evelop evidence that
$ases co!sist of matter particles that are too small to be see! movi!$ freely i! space
a!& that these particles are colli&i!$ with o!e a!other &ust particles as well as with the
walls of their co!tai!er8 /ctivities that stu&e!ts coul& e!$a$e i! to help &evelop this
odel coul& i!clu&e% havi!$ stu&e!ts use a close& syri!$e that is half fille& with air a!&
try to compress the air 4stu&e!ts shoul& be e!coura$e& to mae force &ia$rams usi!$
arrows such as i! the &ia$rams i! thir& $ra&e )-P#2-18 (hey ca! also measure themass of a balloo! 4or ball before a!& after it has air i! it< a!&Mor to have stu&e!ts tryi!$
to blow up a balloo! that is i!si&e a plastic bottle8 >y the e!& of these activities
stu&e!ts shoul& u!&ersta!& that air 4a!& all $ases is ma&e up of particles that are too
small to be see!8 "! a&&itio! they shoul& be able to &raw a &ia$ram showi!$ that the
$as particles are !ot touchi!$8 (his co!cept taes some wor most stu&e!ts fi!& it har&
to accept that the $as particles co!ti!ually move arou!& a!& &o !ot simply fall to the
bottom of the co!tai!er if there is !othi!$ there to hol& them up8 (he i&ea that collisio!s
amo!$ the $as particles mai!tai! a &istributio! throu$hout the co!tai!er !ee&s to be
&evelope& throu$h access to simulatio!s as well as &iscussio!s about phe!ome!a that
provi&e evi&e!ce that ca! be e.plai!e& usi!$ such a odel8 #tu&e!ts ca! further their
u!&ersta!&i!$ of $ases by e.plori!$ the effects of heati!$ a close& e.pa!&able system
such as a balloo! over the top of a bottle a!& seei!$ that the $as withi! the co!tai!er
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 122 of 13+
818
819
820
2546
2547
2548
2549
2550
2551
2552
2553
2554
2555
2556
2557
2558
2559
2560
2561
2562
2563
2564
2565
2566
2567
2568
2569
2570
2571
2572
2573
2574
2575
2576
821
822
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 123/174
First 60-Day Public Review DraftNovember 2015
e.pa!&s to i!flate the balloo! as the co!tai!er is heate&8 (his helps stu&e!ts to &evelop
the i&ea that the $reater the temperature the faster the $as molecules move8
/fter e.plori!$ $ases stu&e!ts shoul& apply their !ewfou!& particle odel to
soli&s a!& li7ui&s8 !e possible activity that stu&e!ts coul& e!$a$e i! is to try to
compress a li7ui& i! a close& syri!$e8 (hey ca! compare the amou!t of compressio!
betwee! the $as-fille& syri!$e a!& the li7ui&-fille& syri!$e to see that the li7ui& is much
less compressible8 (his ca! lea& them to the u!&ersta!&i!$ that the particles i! a li7ui&
must be closer to$ether tha! i! a $as8 #tu&e!ts shoul& be able to &raw represe!tatio!s
of soli&s li7ui& a!& $as at the particulate level8 (heir odel of a li7ui& shoul& show a
&e!se collectio! of particles that are free to move arou!& relative to o!e a!other8 (he
mo&el of a soli& shoul& show particles co!!ecte& i! a !etwor that mai!tai!s them as if
co!!ecte& by a set of spri!$s so they ca! vibrate about their stable positio!s but rarely
move from their place i! the !etwor8 Fi$ure 1K is a computer simulatio! mo&el of !eo!
i! soli& li7ui& a!& $as states8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 12) of 13+
823
824
825
2577
2578
2579
2580
2581
2582
2583
2584
2585
2586
2587
2588
2589
2590
2591
826
827
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 124/174
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 125/174
First 60-Day Public Review DraftNovember 2015
the ice melts8 #tu&e!ts e.plore water i! all three states a!& at least o!e other
substa!ce phase cha!$e i! which o!ly two states !ee& to be visualie&8 Possible
e.amples i!clu&e soli& wa. melti!$ to li7ui& wa. lava cooli!$ a!& tur!i!$ i!to roc or
rubbi!$ alcohol evaporati!$8 #tu&e!ts ca! the! apply their particle odel to e.plai!
more comple. systems such as where the co!&e!satio! o! the outsi&e of a col& $lass
comes from8
/fter stu&e!ts have &evelope& their ow! i!itial odels the ca! use computer
simulatio!s to &evelop a!& refi!e their i&eas a!& to co!!ect their i&eas to curre!t
scie!tific thi!i!$8 (hese odels shoul& allow stu&e!ts to see how temperature affects
a $ive! substa!ce a!& what happe!s as it u!&er$oes phase cha!$es8 (his i!structio!al
se$me!t is a $oo& opportu!ity to &evelop systems and system models a!& structure
and function8 >y a&&i!$ 7ua!titative measureme!ts stu&e!ts ca! apply Standards for
6athematical +ractice such as reaso! abstractly a!& 7ua!titatively 4P82 a!& mo&el
with mathematics 4P8+8
6i%ing 6atter "6i%tures and hemical <eactions#
>efore stu&e!ts reco$!ie evidence that chemical reactio!s have occurre& they
!ee& to be able to $ive &etaile& &escriptio!s of pure materials lie copper i!c water
salt a!& su$ar8 (eachers shoul& $ive stu&e!ts the opportu!ity to observe a!& recor&physical properties of particular substa!ces8 (eachers ca! challe!$e stu&e!t to i&e!tify
the co!te!t of a sample of a pure substa!ce base& solely o! their prior recor&e&
observatio!s of properties a!& their observatio! of the properties of the sample8
#tu&e!ts shoul& e!$a$e i! phe!ome!a or problems 4white pow&er mystery that
lea& them to a series of investigations to lear! what happe!s whe! they mi.
substa!ces to$ether8 *.amples i!clu&e% 41 bai!$ so&a a!& vi!e$ar<42 salt a!& su$ar<
4) bai!$ so&a a!& :uice from lemo!s or ora!$es 4citrus fruit< 4+ io&i!e a!& starch< 45
effervesce!t tablets i! water< 46 househol& li7ui&s with cabba$e :uice< 43 $lue a!&
bora.< a!& 4G sa!& a!& salt8
i.i!$ substa!ces results i! either the formatio! of a mi.ture if the substa!ces
&o !ot react or the formatio! of !ew substa!ces if a chemical reactio! occurs8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 125 of 13+
833
834
835
2611
2612
2613
2614
2615
2616
2617
2618
2619
2620
2621
2622
2623
2624
2625
2626
2627
2628
2629
2630
2631
2632
2633
2634
2635
2636
2637
2638
2639
2640
836
837
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 126/174
First 60-Day Public Review DraftNovember 2015
#tu&e!ts shoul& be able to reco$!ie the evidence of a chemical reactio! i!clu&i!$%
temperature cha!$e emissio! of li$ht formatio! of a $as color cha!$e formatio! of a
soli& a!&Mor a cha!$e i! smell8 Chemical cha!$es are always accompa!ie& by physical
cha!$es8 (eachers shoul& place emphasis o! havi!$ stu&e!ts $ive &etaile&
&escriptio!s of the physical properties 4e8$8 color te.ture $ra!ule sie state of matter
of starti!$ a!& e!&i!$ materials8 (eachers shoul& !ot e.pect their stu&e!ts to write or to
u!&ersta!& writte! chemical e7uatio!s or memorie the !ames of eleme!ts or the
formula a!& structure of particular molecules8 (he i&ea that all matter is ma&e up from a
set of &isti!ct types of atoms 4!ow! as eleme!ts a!& that each type has a !ame 4such
as carbo! hy&ro$e! or o.y$e! a!& the &isti!ctio! betwee! a! atom a!& a molecule 4a
co!!ecte& set of atoms ca! be$i! to be i!tro&uce& as these terms arise a!& are fou!&
useful to &escribe what is happe!i!$ i! chemical processes8
#tu&e!ts e.plore what happe!s whe! they mi. substa!ces to$ether8 (eachers
$ive stu&e!ts substa!ces to mi. that u!&er$o chemical reactio!s a!& others that form
mi.tures8 #ome possible substa!ces for stu&e!ts to mi. are marbles a!& sa!&
4mi.ture water a!& salt 4mi.ture bai!$ so&a a!& vi!e$ar 4chemical reactio! a!&Mor
bai!$ so&a calcium chlori&e a!& water or cabba$e :uice 4chemical reactio!8
(eachers shoul& e!coura$e their stu&e!ts to &escribe what happe!s whe! &iffere!t
substa!ces are mi.e& a!& &etermi!e si$!s which i!&icate that a chemical reactio! hasoccurre& a!& a !ew substa!ce has forme&8 (hese si$!s i!clu&e% temperature cha!$e
4col& pac emissio! of li$ht 4$low stic formatio! of a $as 4effervesce!t tablet a!&
water color cha!$e 4metal rusti!$ formatio! of a soli& 4stalactites a!&
stala$mitesMhar& water buil& up a!&Mor a cha!$e i! smell 4bai!$ cooies or brea&8
#tu&e!ts shoul& have the opportu!ity to observe a chemical reactio! for each such
i!&icator8 "! a&&itio! stu&e!ts shoul& u!&ersta!& that a mi.ture ca! be separate& bac
i!to the pure substa!ces that compose& it usi!$ the physical properties of the pure
materials8 (eachers ca! challe!$e their stu&e!ts to i&e!tify the physical properties of
sa!& salt a!& water a!& the! &etermi!e a way to separate a mi.ture of the materials
bac i!to its ori$i!al pure compo!e!ts8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 126 of 13+
838
839
840
2641
2642
2643
2644
2645
2646
2647
2648
2649
2650
2651
2652
2653
2654
2655
2656
2657
2658
2659
2660
2661
2662
2663
2664
2665
2666
2667
2668
2669
2670
2671
841
842
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 127/174
First 60-Day Public Review DraftNovember 2015
onservation of 6atter
#tu&e!ts alrea&y &etermi!e& that whe! a mi.ture is forme& or a phase cha!$e
occurs the total wei$ht of the substa!ce is co!serve&8 #tu&e!ts shoul& !ow e!$a$e i!
activities to show that whe! a chemical reactio! occurs the mass of the starti!$ a!&
e!&i!$ materials is the same8 (his phe!ome!o! is !ow! as the law of co!servatio! of
mass8
(he first reactio! that stu&e!ts e.plore shoul& be a reactio! i! which !o $as is
pro&uce& 4e8$8 mi.i!$ cabba$e :uice a!& lemo! :uice8 (his i!vesti$atio! allows
stu&e!ts to buil& the i&ea that the mass of the starti!$ a!& e!&i!$ materials are the
same8 #tu&e!ts shoul& the! be prese!te& with a reactio! i! which a $as is pro&uce&
4e8$8 bai!$ so&a a!& vi!e$ar8 For this reactio! the starti!$ materials shoul& be
wei$he& alo!$ with the e!&i!$ materials mi!us the escape& $as8 (eachers shoul&
challe!$e their stu&e!ts to e"plain why the starti!$ a!& e!&i!$ materials wei$he&
&iffere!t amou!ts8 (hey the! shoul& the! &esi$! a! e.perime!t to show that the missi!$
wei$ht was &ue to escape& $as 4for e.ample perform the reactio! i! a ba$ which ca!
co!tai! the $as8
#tu&e!ts shoul& the! develop a odel as to what happe!e& &uri!$ a chemical
reactio! a!& e.plai! how this fits with the particle mo&els of materials that they forme&earlier i! the i!structio!al se$me!t8 (eacher shoul& as their stu&e!ts to provi&e
arguents fro evidence to support the i&ea that !o matter was lost or &estroye&
&uri!$ the chemical reactio! i!stea& they were :ust rearra!$e&8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 123 of 13+
843
844
845
2672
2673
2674
2675
2676
2677
2678
2679
2680
2681
2682
2683
2684
2685
2686
2687
2688
2689
2690
2691
2692
2693
846
847
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 128/174
First 60-Day Public Review DraftNovember 2015
:ignette Grade Five% Students6 *erforance Task on Cheical &eactions
Introduction
rs8 ?8;s fifth $ra&e class is prepari!$ for a summary assessme!t o! theiri!structio!al se$me!t Iatter a!& "ts "!teractio!sJ !ow! as a performa!ce e.pectatio!
tas8 (he assessme!t i!clu&es i!vesti$atio!s &esi$!e& to $ive stu&e!ts a! opportu!ity
to &emo!strate their u!&ersta!&i!$ of
chemical reactio!s 4DC" P#18>% &hen two
or more different substances are mi%ed, a
new substance with different properties may
be formed throu$h co!&ucti!$ a series of
ha!&s-o! investigations to &etermi!e
whether the mi.i!$ of two or more
substa!ces results i! a !ew substa!ce 4P*
5-P#1-+: onduct an investigation to
determine whether the mi%ing of two or
more substances results in new
substances.#
(hrou$h a series of lesso!s prior to
this performa!ce e.pectatio! tas her stu&e!ts developed and used a odel
represe!ti!$ the particulate !ature of matter they e!$a$e& i! ha!&s-o! investigations
that le& them to co!clu&e that the total wei$ht of matter is co!serve& &uri!$ physical
a!& chemical processes a!& they &evelope& la!$ua$e to &escribe properties of
materials i!clu&i!$ color phase a!& solubility8
ost rece!tly the stu&e!ts complete& a lesso! o! chemical reactio!s8 "! this
lesso! stu&e!ts performe& a!& observe& several &iffere!t chemical reactio!s8 (hey
&iscusse& types of evidence they observe& i!clu&i!$ cha!$es i! temperature color
a!& phase 4formatio! of i!soluble soli&s a!& $ases or emissio! of li$ht or sou!&8 "!
each e.ample they were able to see that the e!& pro&ucts of the reactio! ha& &iffere!t
properties from the starti!$ materials8 (hey became familiar with usi!$ a &ata sheet
rs8 ? prepare& to collect observatio!s a!& mae claims 4see e.ample8 #he has
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 12G of 13+
Name%UUUUUUUUUUUUUUUUUUUUUU
#tarti!$ aterials bservatio!s%
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
*!&i!$ aterials bservatio!s%
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
>ase& o! my observatio!s " claim%
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
(his evi&e!ce supports my claim%
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
848
849
850
2694
2695
2696
2697
2698
2699
2700
2701
2702
2703
2704
2705
2706
2707
2708
2709
2710
2711
2712
2713
2714
2715
2716
2717
2718
2719
2720
2721
2722
2723
2724
851
852
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 129/174
First 60-Day Public Review DraftNovember 2015
&evelope& a! assessme!t rubric base& o! the &ata sheets8
For this performa!ce e.pectatio! tas rs8 ? has set up a &emo!stratio!
Ireactio! statio!J i! the fro!t of the classroom a!& three &iffere!t types of stu&e!t
Ireactio! statio!sJ 4see table that will be set up throu$hout the room8 aterials for each
of the stu&e!t Ireactio! statio!sJ are i! tubs
for easy pic-up a!& &istributio! after the
activity at the &emo!stratio! statio! is
complete&8
rs8 ?;s pla! is to use the &emo
Ireactio! statio!J which i!clu&es the use of
fire from a match to mo&el the activity a!&
mae sure stu&e!ts u!&ersta!& what is e.pecte& of them at the other statio!s8 /lso she
will help them mae co!!ectio!s to prior lear!i!$ e.perie!ces8 (he! she will have
stu&e!ts rotate throu$h each of the stu&e!t Ireactio! statio!sJ i! pairs8 #tu&e!ts i! her
class are very familiar with statio!s a!& &ata recor&i!$8 (he followi!$ para$raphs
&escribe how rs8 ? prepares stu&e!ts for the stu&e!t Ireactio! statio!s8J
rs8 ? be$i!s I(o&ay we are $oi!$ to &o our chemical reactio!s performa!ce
e.pectatio! tas8 ,e will have four statio!s o!e up fro!t that we;ll wor o! as a class
a!& three for rotatio!s8 #imilar to our reactio!s lab last wee you are $oi!$ to mi. twosubsta!ces to see if a !ew substa!ce is forme&8 Sour :ob will be to observe phe!ome!a
a!& collect &ata that will allow you to mae a claim about whether you thi! a chemical
reactio! happe!e& a!& a !ew substa!ce was ma&e8J /fter a!sweri!$ 7uestio!s
stu&e!ts put o! $o$$les a!& rs8 ? be$a! with the &emo!stratio! statio!8
,he! all of the stu&e!ts are rea&y she hol&s up a woo&e! match a!& be$i!s8
I,e are $oi!$ to start with a whole class e.perime!t8 ,e;ll Imi.J a match with air a!& try
to &etermi!e if we ca! observe evidence of a chemical reactio!8 "f there is evidence
the! we ca! claim that most liely a !ew substa!ce was forme&8J Putti!$ the woo&e!
match u!&er her &ocume!t camera she co!ti!ues I'et;s start lie we &i& with last
wee;s activity by observi!$ our starti!$ materials8 Recor& three observatio!s about
this match a!& three observatio!s about the air i! this room8 /fter you have a 7uic
share out with your elbow part!er ";ll &raw stics to share out classroom i&eas8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 12K of 13+
(eo &eactionStation
atch V /ir
Station $NaC) soli& 4bai!$so&a V vi!e$arMcabba$e
:uice mi.ture
Station -NaCl soli& 4table salt V#ucrose 4table su$ar
Station ++O bora. solutio! V 50-50-50 *lmer;s $lue withwater
853
854
855
2725
2726
2727
2728
2729
2730
2731
2732
2733
2734
2735
2736
2737
2738
2739
2740
2741
2742
2743
2744
2745
2746
2747
2748
2749
2750
2751
2752
2753
2754
2755
856
857
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 130/174
First 60-Day Public Review DraftNovember 2015
/fter a few mi!utes she &raws a stic a!& ass Davi& to share o!e of his
observatio!s about the match I"t;s a matchJ he says8 I(hat is true but we !ee& a
physical property will you share a!other observatio!J I"t is a stic a!& is yellowJ he
a&&s8 #he collects this i&ea o! the boar& she says I*.celle!t observatio!J "&eas were
liste& o! the boar&8 "t has a re& e!&< the mi&&le loos lie woo&< it is a soli&< it is liely
ma&e from more tha! o!e thi!$8 #imilarly she collects observatio!s about the air i! the
room% "t is clear< you ca!;t see it< it &oes !ot smell< a!& it is ma&e of little particles8 For
the last observatio! she poi!te& out I,e !ow from our previous odel that air is
ma&e of ti!y little particles that we ca!;t observe &irectly with :ust our se!ses8 (his is a
very importa!t i&ea8J (his fi!al i&ea is very challe!$i!$ for stu&e!ts a!& o!e that rs8 ?
ma&e sure to emphasie8
>efore starti!$ statio!s stu&e!ts reviewe& what they shoul& loo for to provi&e
evidence for a chemical reactio!% cha!$i!$ temperature formi!$ bubbles cha!$i!$
color cha!$i!$ phase8 ,ith a&&itio!al prompti!$ stu&e!ts a&&e& i&eas about emissio!
of li$ht a!& mai!$ sou!&8
,ith $o$$les o! rs8 ?8 li$hts the match a!& stu&e!ts be$i! to write &ow! their
observatio!s8 #he blows the match out a!& places it u!&er her &ocume!t camera for
stu&e!ts to co!ti!ue their observatio!s8 #he the! &raws stics with stu&e!ts; !ames to
collect observatio!s from the class8 I,hat was o!e thi!$ you observe& ?aiJ I"t was
smoy so " thi! the air cha!$e&8J ?ai a!swere&8 I#moey is a! e.celle!t observatio!
a!& maybe the air cha!$e& but that is more of a co!clusio! tha! a! observatio!8 reat
start8 (aiyo woul& you share a! observatio!J she we!t o!8 I"t $ot hot8J (aiyo a!swere&8
Iow &o you !owJ she probe&8 I,ell it was o! fire a!& thi!$s o! fire $et hotJ he
respo!&e&8 I(hat is a $oo& i&ea but it is!;t a &irect observatio!8 >ut you !ow what "
hel& the match a!& it sure &i& $et hot eve! if you all coul&!;t feel it &irectly8J "! a&&itio!
stu&e!ts !otice&% the color of the tip a!& woo& cha!$e& to blac< li$ht came out of the
match< the left over blac stuff came off easily< it ma&e a cracli!$ sou!&< a!& the match
cha!$e& shape 4Iit i!& of curve& lie a ba!a!aJ accor&i!$ to Qe!!y8 *mily thou$ht that
the match looe& smaller tha! the ori$i!al a!& a&&e&% I"s there a way to wei$h themJ
*veryo!e thou$ht it was a $oo& i&ea a!& a few chil&re! $ot to report how they felt
compare& to each other8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)0 of 13+
858
859
860
2756
2757
2758
2759
2760
2761
2762
2763
2764
2765
2766
2767
2768
2769
2770
2771
2772
2773
2774
2775
2776
2777
2778
2779
2780
2781
2782
2783
2784
2785
2786
861
862
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 131/174
First 60-Day Public Review DraftNovember 2015
I#o &i& mi.i!$ a match with air result i! formi!$ a !ew substa!ce Di& we
observe evi&e!ce of a chemical reactio! *veryo!e -o! your ow!- mae a! ar$ume!t
a!& support it with evidence8J /fter waiti!$ a few mi!utes for stu&e!ts to mae their
claim a!& write &ow! their evidence o! their !oteboo rs8 ?8 i!itiate& a class vote to
i!&icate whether or !ot they thou$ht a !ew substa!ce ha& bee! ma&e8 !e stu&e!t
state& I"t is &iffere!t after mi.i!$ the color cha!$e& a!& it $ot pow&ery8 /lso you sai& it
$ot hot so " thi! that is a cha!$e i! temperature8 (hose are thi!$s that happe! whe!
you have a reactio! so maybe somethi!$ !ew was ma&e8J ther i&eas offere& by
stu&e!ts were% (he fire ma&e li$ht< the blac stuff was very &iffere!t tha! the yellow
woo&< maybe the smoe was somethi!$ !ew ma&e from the woo& a!& air8
/fter the &emo!stratio! a!& &iscussio! stu&e!ts be$a! to rotate throu$h three
statio!s with lab part!ers8 (hey ma&e observatio!s a!& recor&e& &ata at each statio!
as they complete& their performa!ce e.pectatio! tas8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)1 of 13+
863
864
865
2787
2788
2789
2790
2791
2792
2793
2794
2795
2796
2797
2798
2799
2800
866
867
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 132/174
First 60-Day Public Review DraftNovember 2015
Engineering Connection
(he N## clarificatio! stateme!t for 5-P#1-+ provi&es e.amples of
chemical reactio!s betwee! mil a!& vi!e$ar8 ,hile these are every&ay
materials this is !ot a commo!ly observe& every&ay chemical reactio!8
Cooi!$ a pa!cae however i!volves reactio!s that ca! be observe& i! real-time o! a
stovetop8 #tu&e!ts ca! e!$a$e i! a chemical e!$i!eeri!$ &esi$! challe!$e to mae the
Iperfect pa!cae 4&;/lessio a!& Colema! 20158J #tu&e!ts be$i! by &efi!i!$ the
problem as a list of specific criteria that &escribe pa!cae perfectio! 4)-5-*(#1-2 as
well as &iscuss how they will $o about ob:ectively measuri!$ these properties8 #tu&e!ts
mi. to$ether i!$re&ie!ts i! small paper cups with craft stics to e.plore how &iffere!t
proportio!s of flour 4$lute!-free a!& re$ular water a!& bai!$ pow&er affect the
material properties of the batter8 (hey employ their u!&ersta!&i!$ of volume to the
measure of i!$re&ie!ts 4C/ CC## 58D8+8 (hey ca! be$i! to speculate about how
&iffere!t batter properties will tra!slate i!to &iffere!t pa!cae properties8 #tu&e!ts
i!vesti$ate specific pa!cae recipes 4with the i!tro&uctio! of ba!a!as as a sweete!er
a!& va!illa for flavori!$8 (he cooi!$ process i!tro&uces !ew variables 4cooi!$ time
flippi!$ proce&ure etc8 a!& other irre$ularities of the real worl& 4u!eve! heati!$ by the
$ri&&le8 #tu&e!ts tae !ote of these issues as they test-coo their first batter a!&
recor& results of their measureme!ts8 #tu&e!ts compare batter recipes a!& results with
peers 4)-5-*(#1-2 a!alyi!$ the &ata to i&e!tify tre!&s a!& patterns8 (hey the!
collaboratively co!struct a seco!& rou!& of pa!cae recipes a!& the! eep iterati!$ as
they optimie multiple criteria throu$h cha!$es i! recipe a!& proce&ure 4)-5-*(#1-)8
!ce they have the perfect pa!cae they are challe!$e& to pro&uce &uplicate batches8
,ith five simple i!$re&ie!ts stu&e!ts become both celebrity chefs a!& chemical
e!$i!eers8
ra&e Five = "!structio!al #e$me!t 2% From atter to r$a!isms
>y the e!& of this i!structio!al se$me!t stu&e!ts have &evelope& the
u!&ersta!&i!$ that matter flows from !o!-livi!$ sources 4water a!& air to pla!ts
a!imals a!& &ecomposers8 "! a&&itio! stu&e!ts use mo&els a!& loo for evi&e!ce to
&escribe how energy flows from the su! to pla!ts to a!imals8 #tu&e!ts use their
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)2 of 13+
868
869
870
2801
2802
2803
2804
2805
2806
2807
2808
2809
2810
2811
2812
2813
2814
2815
2816
2817
2818
2819
2820
2821
2822
2823
2824
2825
2826
2827
2828
2829
2830
2831
871
872
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 133/174
First 60-Day Public Review DraftNovember 2015
previous !owle&$e that all a!imals !ee& foo& i! or&er to live a!& $row that they obtai!
their foo& from pla!ts or from other a!imals a!& that pla!ts !ee& air water a!& li$ht to
live a!& $row8 (hey e.pa!& their !owle&$e to e.plai! energy and matter flows i!
or$a!isms a!& systems8 #tu&e!ts i! $ra&e five e!$a$e i! scie!tific e.perie!ces to help
them a!swer 7uestio!s such as% &hat matter does a plant need to grow' &here does
the energy in food come from and what is it used for' (ow does matter move in an
ecosystem'
Grade Five,Instructional Segent -% Fro 4atter to <rganiss
&hat matter does a plant need to grow'
&here does the energy in food come from and what is it used for'
(ow does matter move in an ecosystem'Crosscutting concepts% #ystems a!& #ystems o&els< *!er$y a!& atter
Science and Engineering *ractices% Developi!$ a!& Bsi!$ o&els0,LS$,$ Support an arguent that plants get the aterials they need for gro7th
chiefly fro air and 7ater3 EClarificatio! #tateme!t% *mphasis is o! the
i&ea that pla!t matter comes mostly from air a!& water !ot from the soil8
0,LS-,$ (evelop a odel to describe the oveent of atter aong plants#
anials decoposers# and the environent3 EClarificatio! #tateme!t%
*mphasis is o! the i&ea that matter that is !ot foo& 4air water &ecompose&
materials i! soil is cha!$e& by pla!ts i!to matter that is foo&8 *.amples of
systems coul& i!clu&e or$a!isms ecosystems a!& the *arth8
E /ssessment oundary: /ssessment does not include molecular
e%planations8
0,*S+,$ 9se odels to describe that energy in anials6 food used for body
repair# gro7th# otion# and to aintain body 7arthD 7as once
energy fro the sun3 EClarificatio! #tateme!t% *.amples of mo&els coul&
i!clu&e &ia$rams a!& flow charts8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)) of 13+
873
874
875
2832
2833
2834
2835
2836
2837
2838
2839
2840
876
877
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 134/174
First 60-Day Public Review DraftNovember 2015
1ackground for Teachers
"! the 1600s Qa! >aptist va! elmo!t co!&ucte& o!e of the earliest recor&e&
biolo$y e.perime!ts8 e too about five ilo$rams 4$ of &ry soil put it i! a pot a&&e&
water a!& pla!te& a tree i! the soil8 /fter a year the tree ha& $ai!e& about 1 $ of
wei$ht8 a! elmo!t carefully &rie& the soil a!& wei$he& it a$ai!8 e was perhaps
surprise& to &iscover that the wei$ht of the soil was still about 5 $8 (he result must
have bee! very co!fusi!$8 /s the pla!t buil&s its bo&y the raw materials for mai!$
woo& leaves bar must come from somewhere a!& the soil must have seeme& to be
the most liely source8 (he i&ea that most of the &ry wei$ht 4i8e8 everythi!$ that is !ot
water came from the air a!& !ot the soil woul& have bee! very cou!teri!tuitive8 "! va!
elmo!t;s time people &i& !ot !ow that the air co!tai!e& molecules lie o.y$e!
carbo! &io.i&e a!& !itro$e!8 In a famous experiment a seed was planted in 5 kg of soil.
After a year a 1 kg plant had grown. The soil still weighed approximately 5 kg
suggesting that the mass of the plant was NOT derived from the soil (we now know that
most of the plant structures are made from the carbon found in atmospheric CO2) (figure
20).
Figure -@% o&el of va! elmo!t;s *.perime!t (Original picture by Ed Himelblau)
Pla!ts buil& their structures out of su$ar molecules8 #u$ar comes from
photosy!thesis8 Duri!$ photosy!thesis the pla!t combi!es carbo! &io.i&e from the air
with water from the soil to form $lucose 4a su$ar molecule with li$ht provi&i!$ the
e!er$y to power this chemical cha!$e8 !ce $lucose is ma&e it ca! have several fates%
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)+ of 13+
878
879
880
2841
2842
2843
2844
2845
2846
2847
2848
2849
2850
2851
2852
2853
2854
2855
2856
2857
2858
2859
2860
2861
2862
2863
2864
2865
2866
881
882
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 135/174
First 60-Day Public Review DraftNovember 2015
lucose molecules ca! be ma&e i!to cellulose8 (his is the mai! buil&i!$ material
for pla!t cells8 ost of the bo&y of a!y pla!t is cellulose8 lucose ca! also be ma&e i!to
starch as a way of stori!$ e!er$y for later use by the pla!t8 Fi!ally $lucose ca! $o
&irectly i!to cells to power their every&ay activity 4pla!ts pro&uce their ow! foo&8 (his is
especially importa!t for cells i! the root that !ever see the su! a!& ca!!ot perform
photosy!thesis for themselves8 #u$ar ma&e i! the leaves of the pla!t is tra!sporte&&ow! to the roots8 (hese various pro&ucts of photosy!thesis are also importa!t for
huma!s8 ,oo&e! houses paper a!& cotto! cloth are all materials ma&e from pla!t
cellulose8 Fi!ally most of the calories i! the huma! &iet come from starch i! see&s lie
wheat rice cor! a!& other crops8 !e bypro&uct of photosy!thesis is o.y$e!8
uma!s a!& other a!imals are &epe!&e!t o! the o.y$e! release& &uri!$
photosy!thesis 4as &escribe& later this o.y$e! is esse!tial for allowi!$ us to release
e!er$y from our foo&8
"t must be ac!owle&$e& that the pla!t &oes ac7uire some esse!tial materials
from the soil8 Nitro$e! iro! a!& a host of other !utrie!ts must be obtai!e& from the soil
4usually by the roots a!& the pla!t ca!!ot survive without these8 owever these mae
up o!ly a small fractio! of the total mass of a pla!t8 "f va! elmo!t ha& ha& a se!sitive
e!ou$h scale he mi$ht have &etecte& a ti!y &ecrease i! the wei$ht of his soil8
(he most importa!t fuel for a!imal cells is $lucose8 ,hile $lucose coul& be
artificially pro&uce& i! a lab most of the $lucose we co!sume is &erive& from the starch
i! pla!ts8 ur cells Wbrea ope!; these $lucose molecules usi!$ o.y$e! releasi!$ the
e!er$y store& i! chemical bo!&s8 #o it is lo$ical that if breai!$ up a $lucose molecule
releases e!er$y the! mai!$ a $lucose molecule must require e!er$y 4crosscutti!$
co!cept of energy and matter 8 (he types of e!er$y that mae these su$ar molecules
are li$ht e!er$y a!& solar e!er$y8 ,he! you eat a! apple the e!er$y your bo&y $ets
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)5 of 13+
883
884
885
2867
2868
2869
2870
2871
2872
2873
2874
2875
2876
2877
2878
2879
2880
2881
2882
2883
2884
2885
2886
2887
2888
2889
2890
2891
2892
2893
2894
886
887
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 136/174
First 60-Day Public Review DraftNovember 2015
from the fruit is solar e!er$y--it is solar e!er$y that was absorbe& by a leaf a!& store&
as a su$ar molecule8
Clearly our &iets co!tai! more tha! :ust $lucose8 ur &iets i!clu&e protei!s fats
a!& oils as well8 (hese other e!er$y sources $et co!verte& i! our cells to $lucose-lie
molecules a!& the! are fu!!ele& i!to the mai! e!er$y-releasi!$ pathways for which
$lucose is the primary starti!$ material8
,he! a pla!t or a!imal is alive it re7uires e!er$y a!& matter to $row a!&
mai!tai! its bo&y8 Pla!ts tae the e!er$y from li$ht a!& store it as cellulose a!& starch
while at the same time ac7uiri!$ esse!tial !utrie!ts from the soil8 /!imals $et almost all
the materials they !ee& to survive from the foo& they eat 4u!lie pla!ts we ca!!ot $row
with :ust air water &irt a!& su!shi!e8 (he result of all this is that a pla!t or a!imal
represe!ts a hu$e store of e!er$y a!& !utrie!ts8 ,he! a! or$a!ism &ies the e!er$y
a!& !utrie!ts &o !ot remai! there for lo!$8 Decompositio! is the process that releases
the e!er$y a!& !utrie!ts from &ea& tissue for use by $rowi!$ or$a!isms8 Decomposers
ca! be both microscopic 4bacteria a!& easily visible 4fu!$i a!& mol& but they all &o
the same thi!$ release e!er$y a!& !utrie!ts from pla!t a!& a!imal bo&ies8 / commo!
misco!ceptio! about worms is that they are &ecomposers8 "t woul& be more accurate to
call worms W&etritivores; that eat &ecayi!$ pla!ts rather tha! breai!$ them &ow!
outsi&e their bo&ies8Nitro$e! is o!e !utrie!t for which the ce!tral role of &ecompositio! is especially
well illustrate&8 /!imals re7uire a lot of !itro$e!< !itro$e! is a ma:or compo!e!t of the
$e!es a!& protei!s i! our cells8 /!imals have o!ly o!e source of this !itro$e!% pla!ts8
Car!ivores $et their !itro$e! from herbivores that $et their !itro$e! from pla!ts8 ,he!
a! a!imal i! !ature &ies a!& its bo&y &ecomposes the !itro$e! from the bo&y is
release& i!to the soil8 !ce i! the soil the !itro$e! is o!ce a$ai! available to pla!ts
throu$h their roots8
Pla!ts a!& a!imals !ee& to obtai! ma!y other eleme!ts a!& small molecules
from the e!viro!me!t8 /$ai! pla!ts provi&e a mea!s for a!imals to $et what they !ee&8
For e.ample we !ee& very ti!y amou!ts of metals lie iro! i!c a!& ma$!esium to
survive but huma!s ca!!ot :ust eat soil a!& $et all the !utrie!ts they !ee&8 (o tae
these !utrie!ts i!to our cells the !utrie!ts !ee& to be i!corporate& i!to more comple.
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)6 of 13+
888
889
890
2895
2896
2897
2898
2899
2900
2901
2902
2903
2904
2905
2906
2907
2908
2909
2910
2911
2912
2913
2914
2915
2916
2917
2918
2919
2920
2921
2922
2923
2924
2925
891
892
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 137/174
First 60-Day Public Review DraftNovember 2015
molecules 4sometimes calle& Wvitami!s;8 (hese comple. molecules are sy!thesie& i!
pla!ts8 Pla!ts o! the other ha!& are able to absorb i!&ivi&ual metal atoms from the soil
surrou!&i!$ the roots8 Pla!ts mine the soil for raw materials the! use those raw
materials to buil& complicate& molecules8 /!imals have to $et most of their !utrie!ts by
eati!$ pla!ts8
(escription of Instructional Segent%
(his i!structio!al se$me!t From atter to r$a!isms is &ivi&e& i! three parts%
Part 1- From No!-livi!$ to 'ivi!$A Part 2- From Pla!ts to *!viro!me!tA a!& Part )- From
the #u! to /!imals
0rom 2on!living to 8iving
#tu&e!ts shoul& be $ive! the opportu!ity to e.perie!ce activities that show the
flow of air a!& water i!to pla!ts8 /ctivities may i!clu&e placi!$ celery or flowers i!
colore& water to see tra!sportatio! of water i!to the celery or flower< tryi!$ to $row a
pla!t i! a close& co!tai!er with !o air flow i!to the co!tai!er< placi!$ a ba$ arou!& the
leaves of a pla!t to show the co!&e!satio! collecte&< placi!$ a!acharis 4elo&ea or
rosemary i! a! i!verte& test tube u!&er li$ht to see bubbles a!& cou!t them< or
measuri!$ the wei$ht of a $rowi!$ pla!t i! a co!trolle& e!viro!me!t 4lie $rowi!$ themo! a CD case as a fu!ctio! of time8 #tu&e!ts shoul& collect the evidence a!& ask and
try to ans7er questions about what they thi! is happe!i!$8
"! this $ra&e stu&e!ts tal about water as a familiar compou!& a!& about how it
is tra!sporte& by pla!ts8 (hey may also !ote that various fruit a!& ve$etables co!tai!
:uices that are mostly water8 #tu&e!ts; odels of the $rowth !ee&s of pla!ts a!& how
they are supplie& may i!clu&e pictures or &ia$rams with $ra&e-level appropriate
labeli!$ 4for e.ample the bubbles pro&uce& by pla!t may be &escribe& as air< a!&
liewise the failure to thrive of the pla!t i! the close& co!tai!er may be attribute& to lac
of air8 #tu&e!ts at this $ra&e are familiar with $ases a!& $as properties but their
investigations &o !ot &isti!$uish compo!e!ts of air such as o.y$e! a!& carbo!
&io.i&e8 #tu&e!ts shoul& support a! arguent that pla!ts !ee& to tae i! air a!& water
to fu!ctio!8 (hey ca! e"plain that pla!ts obtai! matter as $ases a!& water from the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)3 of 13+
893
894
895
2926
2927
2928
2929
2930
2931
2932
2933
2934
2935
2936
2937
2938
2939
2940
2941
2942
2943
2944
2945
2946
2947
2948
2949
2950
2951
2952
2953
2954
2955
2956
896
897
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 138/174
First 60-Day Public Review DraftNovember 2015
e!viro!me!t a!& release waste matter 4$as li7ui& or soli& bac i!to the e!viro!me!t
45-'#2-18
0rom +lants to nvironment
(he foo& of almost a!y i!& of a!imal ca! be trace& bac to pla!ts8 r$a!isms
are relate& i! foo& webs i! which some a!imals eat pla!ts for foo& a!& other a!imals
eat the a!imals that eat pla!ts8 #ome or$a!isms such as fu!$i a!& bacteria brea
&ow! &ea& or$a!isms 4both pla!ts or pla!ts parts a!& a!imals a!& therefore operate
as I&ecomposers8J Decompositio! eve!tually restores 4recycles some materials bac
to the soil8 r$a!isms ca! survive o!ly i! e!viro!me!ts i! which their particular !ee&s
are met8 / healthy ecosystem is o!e i! which multiple species of &iffere!t types are
each able to meet their !ee&s i! a relatively stable web of life8 Newly i!tro&uce& species
ca! &ama$e the bala!ce of a! ecosystem3 45-'#2-1
#tu&e!ts; activities to &evelop these co!cepts may i!clu&e &evelopi!$ a mo&el of
a foo& web by obtai!i!$ a!& evaluati!$ i!formatio! from several te.t o! the same topic
a!& the! commu!icati!$ a summary of that i!formatio! to their classmate8 (his te.t-
base& activity shoul& be compleme!te& by &irect observatio! from classroom-sie
ecosystems such as a terrarium for a liar& or a fish ta! or a crayfish ta!8 ,here
possible fiel& trips to observe a farm or observe a!imals i! situatio!s that appro.imatetheir !atural habitat 4e8$8 bir&s or s7uirrels i! a par shoul& also be part of the
i!structio!al se$me!t8 #imple ferme!tatio!s of cabba$e to mae ?imchee or vi!e$ar
from apple :uice help the stu&e!ts co!!ect chemical reactio!s 4pro&uctio! of acetic aci&
measure& with p a!& use of matter and energy i! a! ecosystem8 icroscope
observatio!s ca! i!tro&uce stu&e!ts to the variety a!& ubi7uity of microbial life forms
that are useful to huma!s8 #tu&e!ts; wor shows that matter cycles betwee! the air
a!& soil a!& amo!$ pla!ts a!imals a!& microbes as these or$a!isms live a!& &ie8
*.amples of foo& webs shoul& i!clu&e small a!& lar$e systems from a few or$a!isms
to a! ecosystem a!& to the *arth8 (his is a $oo& opportu!ity to use scale, proportion
and quantity a!& to poi!t to a7uatic a!& terrestrial systems 4systems and system
models a!& poi!t to the &iffere!ces i! the mo&els 4obtaining# evaluating and
counicating inforation8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)G of 13+
898
899
900
2957
2958
2959
2960
2961
2962
2963
2964
2965
2966
2967
2968
2969
2970
2971
2972
2973
2974
2975
2976
2977
2978
2979
2980
2981
2982
2983
2984
2985
2986
2987
901
902
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 139/174
First 60-Day Public Review DraftNovember 2015
Grade Five :ignetteThe Flo7 of Energy and (ecoposers
(he vi$!ette prese!ts a! e.ample of how teachi!$ a!& lear!i!$ may loo i! a
fifth $ra&e classroom whe! the / 24SS are impleme!te&8 (he purpose is to illustrate
how a teacher e!$a$es stu&e!ts i! three-&ime!sio!al lear!i!$ by provi&i!$ them with
e.perie!ces a!& opportu!ities to &evelop a!& use the scie!ce a!& e!$i!eeri!$
practices a!& the crosscutti!$ co!cepts to u!&ersta!& the &iscipli!ary core i&eas
associate& with the topic i! the i!structio!al se$me!t8
"t is importa!t to !ote that the vi$!ette focuses o! o!ly a limite& !umber of
performa!ce e.pectatio!s8 "t shoul& !ot be viewe& as showi!$ all i!structio! !ecessary
to prepare stu&e!ts to fully achieve these performa!ce e.pectatio!s or complete the
i!structio!al se$me!t8 Neither &oes it i!&icate that the performa!ce e.pectatio!s shoul&
be tau$ht o!e at a time8
(he vi$!ette uses specific classroom co!te.ts a!& themes but it is !ot mea!t to
imply that this is the o!ly way or the best way i! which stu&e!ts are able to achieve the
i!&icate& performa!ce e.pectatio!s8 Rather the vi$!ette hi$hli$hts e.amples of
teachi!$ strate$ies or$a!iatio! of the lesso! structure a!& possible stu&e!ts;respo!ses8 /lso scie!ce i!structio! shoul& tae i!to accou!t that stu&e!t
u!&ersta!&i!$ buil&s over time a!& that some topics or i&eas re7uire activati!$ prior
!owle&$e a!& e.te!& that !owle&$e by revisiti!$ it throu$hout the course of a year8
Introduction
(ay $ ; <ceans 'live8
s8 D &eci&e& to use two Califor!ia **" u!its $he 0low of nergy $hrough
cosystems a!& 8ife and 3eath with 3ecomposers as the fou!&atio! for her From
atter to r$a!isms u!it8 #he ass stu&e!ts to $ather arou!& a!& use the !atural
re$io!s wall map to i&e!tify which of Califor!ia;s !atural re$io!s is the lar$est8 (he
stu&e!ts i&e!tify o!e of the terrestrial ecosystems so she poi!ts them to the ocea! a!&
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)K of 13+
903
904
905
2988
2989
2990
2991
29922993
2994
2995
2996
2997
2998
2999
3000
3001
3002
3003
3004
3005
3006
3007
3008
3009
3010
3011
3012
3013
3014
3015
3016
3017
3018
3019
906
907
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 140/174
First 60-Day Public Review DraftNovember 2015
coast a!& me!tio!s that this re$io! is actually the lar$est !atural re$io! i! Califor!ia8
(his e.ercise $ives s8 D a! opportu!ity to call stu&e!ts; atte!tio! to the crosscutti!$
co!cept Isystems and system models8J (o i!itiate a class &iscussio! she ass
stu&e!ts to i&e!tify some of the compo!e!ts 4or$a!isms picture& i! the ocea! &ia$ram8
Remi!&i!$ them Ia system ca! be &escribe& i! terms of its compo!e!ts a!& their
i!teractio!sJ s8 D has stu&e!ts speculate about some of the i!teractio!s that mi$ht
tae place amo!$ these ocea! or$a!isms8
#he co!ti!ues by calli!$ the stu&e!ts; atte!tio! to wor& wall car&s for the wor&s
IecosystemJ Ico!sumerJ a!& Ipro&ucerJ a!& reviews the &efi!itio!s8 s8 D poi!ts to
the i!set o! the map title& Icea! Re$io!s8J #he tells stu&e!ts that they are $oi!$ to
lear! about these wor&s by rea&i!$ a! i!formatio!al te.t about the umbol&t s7ui& a!
a!imal that lives i! areas that are ofte! &ifficult for scie!tists to stu&y8
(he teacher &istributes copies of the story I$he 6ysterious (umboldt Squid J
a!& e.plai!s that as they are rea&i!$ they will hi$hli$ht each of the or$a!isms that
they rea& about a!& i&e!tify them as pro&ucers or co!sumers8 !ce they have fi!ishe&
rea&i!$ the te.t s8 D shows the class the Imari!e or$a!ismsJ visual ai& a!& i!structs
them to use i!formatio! from the story to i&e!tify the or$a!isms as pro&ucers or
co!sumers thereby &evelopi!$ their abilities to 7uicly locate a!swers to 7uestio!s
from writte! te.t8
(ay - ; Where 4y Energy Coes FroFood Chains 8
s8 D reviews the wor& wall car&s for Ipro&ucerJ a!& Ico!sumerJ o! the boar&8
#he the! a&&s the wor& wall car&s for IherbivoresJ Icar!ivoresJ a!& Iom!ivoresJ
be!eath the car& for Ico!sumerJ e.plai!i!$ that these are three types of co!sumers
the! has the stu&e!ts rea& the &efi!itio!s8
(he teacher &istributes o!e of the fourtee! Ior$a!ism ba!J i!formatio! car&s to
pairs of stu&e!ts8 #he the! has them &raw o! i!formatio! from these &iffere!t pri!t
sources a!& &iscuss whether their or$a!isms are pro&ucers herbivores car!ivores or
om!ivores a!& has them put the pictures of their or$a!isms u!&er the appropriate
hea&i!$s8 s8 D uses this strate$y to &evelop the stu&e!ts; ability to locate a! a!swer to
a 7uestio! 7uicly8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+0 of 13+
908
909
910
3020
3021
3022
3023
3024
3025
3026
3027
3028
3029
3030
3031
3032
3033
3034
3035
3036
3037
3038
3039
3040
3041
3042
3043
3044
3045
3046
3047
3048
3049
3050
911
912
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 141/174
First 60-Day Public Review DraftNovember 2015
s8 D tells stu&e!ts that they are $oi!$ to use the I&here I 4et nergy J
i!formatio! sheet to help them i&e!tify fee&i!$ relatio!ships amo!$ the or$a!isms they
have bee! stu&yi!$8 #he has pairs of stu&e!ts tae the i!formatio! car& they use& i!
the previous activity choose a! or$a!ism with which they thi! it has a fee&i!$
relatio!ship a!& briefly e.plai! the relatio!ship to the class8 (he teacher e.plai!s that
the term for these fee&i!$ co!!ectio!s is Ifoo& chai!J a!& posts the wor& wall car& o!
the boar&8
>uil&i!$ further o! their ability to &evelop odels that &escribe phe!ome!a i!
this case foo& chai!s s8 D has a&&itio!al stu&e!ts co!ti!ue this process by a&&i!$ a
thir& a!& the! a fourth or$a!ism to the Ichai!J of fee&i!$ relatio!ships8 (he teacher
posts several of these foo& chai!s o! the boar& a!& co!!ects them with arrows
represe!ti!$ the fee&i!$ relatio!ships &escribe& by the stu&e!ts8 (his activity provi&es
s8 D a! opportu!ity to call stu&e!ts; atte!tio! to the crosscutti!$ co!cept energy and
matter 8 #he i!itiates a focuse& &iscussio! about how their foo& chai! odels
&emo!strate how Imatter is tra!sporte& i!to out of a!& withi! systems8J
(ay + ; Connecting Food Chains8
s8 D remi!&s the class about the earlier lesso! whe! they lear!e& how pla!ts
ac7uire material for $rowth8 #he the! me!tio!s that the fee&i!$ relatio!ships they havebee! i&e!tifyi!$ that mo&el how matter moves betwee! pla!ts a!& a!imals a!& amo!$
a!imals8
#he pro:ects the I6arine cosystem 0ood &eb visual ai& a!& ass stu&e!ts if
what they are looi!$ at is a foo& chai!8 #everal of the stu&e!ts observe that the
&rawi!$ shows ma!y &iffere!t li!es a!& co!!ectio!s amo!$ the pla!ts a!& a!imals8 s8
D posts the wor& wall car& for Ifoo& webJ a!& e.plai!s that the arrows o! the visual ai&
represe!t a odel of a Ifoo& webJ the ma!y i!terco!!ecte& foo& chai!s i! a!
ecosystem8 !ce they have a clear u!&ersta!&i!$ of the foo& web she ass them to
follow the path from a!y of the a!imals a!& &iscover that the foo& for all of the a!imals
ca! be trace& bac to pla!ts8 s8 D follows that up with 7uestio!s that help all of the
stu&e!ts clarify that amo!$ the or$a!isms represe!te& i! the foo& web some a!imals
eat pla!ts for foo& a!& other a!imals eat the a!imals that eat the pla!ts8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+1 of 13+
913
914
915
3051
3052
3053
3054
3055
3056
3057
3058
3059
3060
3061
3062
3063
3064
3065
3066
3067
3068
3069
3070
3071
3072
3073
3074
3075
3076
3077
3078
3079
3080
3081
916
917
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 142/174
First 60-Day Public Review DraftNovember 2015
(ay . ;(ecoposition in 'ction8
"! or&er to soli&ify their u!&ersta!&i!$ of foo& webs a!& be$i! her i!structio! o!
&ecompositio! s8 D taes the class o! a visit to a local !ature ce!ter8 "! preparatio!
she has spoe! to the staff a!& ase& them to wor with her to i&e!tify a specific area
where the class ca! investigate foo& webs a!& observe a! area where &ecompositio!
is a! active process8 !e of the !ature ce!ter staff taes the stu&e!ts out i!to a woo&e&
area a!& helps them i&e!tify several &iffere!t pro&ucers a!& co!sumers8 /s stu&e!ts
&iscover what lives i! the area the teacher ass them to wor to$ether to create a!&
&iscuss a foo& web for this terrestrial ecosystem8 ,ith that complete the ce!ter staff
member ass them I,hat happe!s whe! o!e of the pla!ts or a!imals a!& the foo&
web &iesJ
Bsi!$ &efi!itio!s from her wor& wall car&s s8 D i!tro&uces the stu&e!ts to two
!ew terms I&ecomposersJ a!& I&ecompositio!8J (he staff member tells them to loo
arou!& a!& see if they see a!y evidence of &ecompositio! !earby for e.ample leaves
a tree tru! or a &ea& i!sect o! the $rou!&8 #he ass them what is happe!i!$ to those
ob:ects a!& lea&s them throu$h a &iscussio! about how the tree tru!s leaves or
a!imals are breai!$ &ow! a!& ree!teri!$ the soil8
(ay 0 ; E"aining the Evidence8
,he! they retur! to the classroom after the fiel& trip s8 D has them rea& the
i!formatio! te.t I3ecomposition in the 0orest 8J #he the! pro:ects her Ividence of
3ecompositionJ visual ai&s a!& ass the stu&e!ts to &escribe what they see8 /s they
&escribe what they see s8 D e.plai!s that whe! matter &ecomposes it may seem to
I&isappearJ but it is actually movi!$ i!to a &iffere!t part of the ecosystem releasi!$
!utrie!ts bac i!to the soil air or water8 (o help the stu&e!ts soli&ify their u!&ersta!&i!$
of the &ecompositio! process she &istributes Ireaking It downBin the 0orest J a!& has
them follow the i!structio!s to &escribe what is happe!i!$ i! the &ecompositio! story8
"! review s8 D i!structs the stu&e!ts to loo at the &ia$ram o! Ireaking It
downBin the 0orest J a!& mae observatio!s about a!y patter!s they see8 #everal of
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+2 of 13+
918
919
920
3082
3083
3084
3085
3086
3087
3088
3089
3090
3091
3092
3093
3094
3095
3096
3097
3098
3099
3100
3101
3102
3103
3104
3105
3106
3107
3108
3109
3110
3111
3112
921
922
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 143/174
First 60-Day Public Review DraftNovember 2015
the stu&e!ts comme!t that the &rawi!$ shows the matter flowing amo!$ pla!ts
a!imals a!& microbes as these or$a!isms live a!& &ie8 #he ass IDoes this flow of
matter occur o!ly o!ce or is it a! o!$oi!$ processJ a!& lea&s the class i! a &iscussio!
that helps stu&e!ts reco$!ie that the flow of matter i! the &ia$ram is a! e.ample of a
cycle8 #he the! writes a &efi!itio! for the wor& IcycleJ o! the boar& Ia series of
processes or eve!ts that typically repeats itself such as the water cycle8J
"! or&er to help stu&e!ts reco$!ie the importa!ce of matter movi!$ throu$h
ecosystems amo!$ pla!ts a!imals a!& &ecomposers s8 D ass them I,hat woul&
happe! if the cycle of matter flowi!$ throu$h ecosystems is i!terrupte& by huma!
activitiesJ (his allows the stu&e!ts to be$i! buil&i!$ a! u!&ersta!&i!$ that huma!
activities ca! affect Ithe e.cha!$e of matter betwee! !atural systems a!& huma!
societies affects the lo!$-term fu!ctio!i!$ of bothJ 4Califor!ia *!viro!me!tal Pri!ciple
"8
s8 D ass stu&e!ts to reflect o! how &ecompositio! is importa!t to them
stre!$the!i!$ their u!&ersta!&i!$ that Ithe ecosystem services provi&e& by !atural
systems are esse!tial to huma! life a!& to the fu!ctio!i!$ of our eco!omies a!&
cultures8 4Califor!ia *!viro!me!tal Pri!ciple " Co!cept b8 #everal stu&e!ts me!tio!
that the &ecompositio! process is relate& to the compost pile that the class has bee!
ma!a$i!$ !ear their school $ar&e!8 #ome of the others &iscuss that they are surprise&that by composti!$ at home they are eepi!$ most of the pla!t materials from their
meals a!& yar&s from $oi!$ i!to the la!&fill a!& they thi! their $ar&e!s be!efit from the
!utrie!ts i! the compost8
(ays 8,= ; 4odeling the 4oveent of 4atter 8
(he followi!$ wee s8 D tells the class that they will be &oi!$ prese!tatio!s
that show odels that &escribe the moveme!t of matter amo!$ pla!ts a!imals
&ecomposers a!& the e!viro!me!t8 #he e.plai!s that their prese!tatio!s !ee& to
i!clu&e multime&ia compo!e!ts such as a PowerPoi!t prese!tatio! or visual &isplays
such as posters8 (he focus of these prese!tatio!s is to be about how &ecompositio!
wors the be!efits that huma!s $ai! from this process a!& their pre&icatio! about how
huma! activities ca! affect the e.cha!$e of matter betwee! !atural systems a!& huma!
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+) of 13+
923
924
925
3113
3114
3115
3116
3117
3118
3119
3120
3121
3122
3123
3124
3125
3126
3127
3128
3129
3130
3131
3132
3133
3134
3135
3136
3137
3138
3139
3140
3141
3142
3143
926
927
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 144/174
First 60-Day Public Review DraftNovember 2015
societies8 s8 D lets the stu&e!ts !ow that their &isplays will be part of a scie!ce
$allery wal that the school is hol&i!$ later i! the mo!th8
*erforance E"pectations
0,LS-,$ Ecosystes% Interactions# Energy# and (ynaics3evelop a model to describe the movement of matter among plants, animalsdecomposers and the environment. @larification Statement: mphasis is on the ideathat matter that is not food "air, water, decomposed materials in soil# is changed by
plants into matter that is food. %amples of systems could include organisms,ecosystems, and the arth.> @/ssessment oundary: /ssessment does not includemolecular e%planations.>
Science and engineeringpractices
(isciplinary core ideas Cross cutting concepts
(eveloping and 9sing4odels3evelop a model to describe
phenomena.
LS-3' Interdependent&elationships inEcosystes$he food of almost any kindof animal can be tracedback to plants. 1rganismsare related in food webs inwhich some animals eat
plants for food and otheranimals eat the animals that
eat plants. Some organisms,such as fungi and bacteria,break down dead organisms"both plants or plants partsand animals# and thereforeoperate as ?decomposers.3ecomposition eventuallyrestores "recycles# somematerials back to the soil.1rganisms can survive onlyin environments in which
their particular needs aremet. / healthy ecosystem isone in which multiplespecies of different typesare each able to meet theirneeds in a relatively stableweb of life. 2ewly introduced species can damage the
Systes and Syste4odels
/ system can be describedin terms of its componentsand their interactions.
Energy and 4atter 6atter is transported into,out of, and within systems.
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1++ of 13+
928
929
930
3144
3145
3146
931
932
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 145/174
First 60-Day Public Review DraftNovember 2015
balance of an ecosystem.
LS-31 Cycles of 4atter andEnergy Transfer inEcosystes
6atter cycles between theair and soil and among
plants, animals, andmicrobes as theseorganisms live and die.1rganisms obtain gases,and water, from theenvironment, and releasewaste matter "gas, liquid, orsolid# back into theenvironment.
California6s Environental *rinciples and Concepts
*rinciple I% $he continuation and health of individual human lives and of humancommunities and societies depend on the health of the natural systems that provideessential goods and ecosystem services.
Concept b3 Students need to know that the ecosystem services provided by naturalsystems are essential to human life and to the functioning of our economies andcultures.
*rinciple I:% $he e%change of matter between natural systems and human societiesaffects the long!term functioning of both.Concept a3 Students need to know that the effects of human activities on naturalsystems are directly related to the quantities of resources consumed and to thequantity and characteristics of the resulting byproducts.
Connections to the C' CCSS for EL'5Literacy% &I303=# SL3030
:ignette (ebrief
(he / 24SS re7uire that stu&e!ts e!$a$e i! scie!ce a!& e!$i!eeri!$
practices to &evelop &eeper u!&ersta!&i!$ of the &iscipli!ary core i&eas a!&
crosscutti!$ co!cepts8 (he lesso!s $ive stu&e!ts multiple opportu!ities to e!$a$e with
the core i&eas i! life scie!ces relate& to the flow of matter a!& e!er$y i! ecosystems
helpi!$ them to move towar&s mastery of the three compo!e!ts &escribe& i! the /
24SS performa!ce e.pectatio!8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+5 of 13+
933
934
935
3147
3148
3149
3150
3151
3152
3153
3154
936
937
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 146/174
First 60-Day Public Review DraftNovember 2015
"! this vi$!ette the teacher selecte& o!e performa!ce e.pectatio! but i! the
lesso!s &escribe& above she o!ly e!$a$e& stu&e!ts i! selecte& portio!s of this P*8 Full
mastery of this P* will be achieve& throu$hout subse7ue!t i!structio!al se$me!ts8
#tu&e!ts were e!$a$e& i! a !umber of scie!ce practices with a focus o!
developing and using odels. 'ife scie!ces le!& themselves well to the use of
mo&els to &escribe systems a!& &escribe phe!ome!a8
,ith $ui&a!ce from their teacher stu&e!ts &evelope& odels that &escribe
phe!ome!a i! this case foo& chai!s a!& foo& webs8 (hey use& these odels to
&escribe the moveme!t of matter amo!$ pla!ts a!imals &ecomposers a!& the
e!viro!me!t8 (hey ma&e prese!tatio!s about their odels to e.plai! how
&ecompositio! wors a!& co!!ecte& this i!formatio! with Califor!ia *!viro!me!tal
Pri!ciple " to pre&ict how huma! activities a!& Ithe e%change of matter between
natural systems and human societies affects the long!term functioning of both 8J
(hrou$h their foo& chai! a!& foo& web odels stu&e!ts e.ami!e& the
crosscutti!$ co!cept of energy and matter to i&e!tify how matter is tra!sporte& i!to
out of a!& withi! !atural systems8 "! a&&itio! their u!&ersta!&i!$ of the crosscutti!$
co!cept of systems and system models was rei!force& throu$h their a!alysis of the
flow of matter throu$h mari!e ecosystems8
GSS Connections to English Language 'rts
#tu&e!ts use& the te.t i! ?$he 6ysterious (umboldt Squid and ?3ecomposition
in the 0orest to &etermi!e how matter flows i! both mari!e a!& forest ecosystems8 (his
co!!ects to the / SS for 8/58iteracy Rea&i!$ "!formatio!al (e.t sta!&ar&s
4R"85838 "! a&&itio! they &evelope& prese!tatio!s i!clu&i!$ multime&ia compo!e!ts or
visual &isplays which summarie& i!formatio! about foo& webs a!& how huma!
activities ca! i!flue!ce them which correspo!&s to #peai!$ a!& 'iste!i!$ #ta!&ar& 5
4#'85858
&esources for the :ignette
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+6 of 13+
938
939
940
3155
3156
3157
3158
3159
3160
3161
3162
3163
3164
3165
3166
3167
3168
3169
3170
3171
3172
3173
3174
3175
3176
3177
3178
3179
3180
3181
3182
3183
3184
941
942
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 147/174
First 60-Day Public Review DraftNovember 2015
• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 $he 0low of nergy
$hrough cosystems. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8
• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 8ife and 3eath with
3ecomposers. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8
0rom the Sun to /nimals
/s this poi!t i! the i!structio!al se$me!t stu&e!ts e!$a$e i! investigations
that show that the e!er$y release& from foo& was o!ce e!er$y from the su! that was
capture& by pla!ts i! the chemical process that forms pla!t matter 4from air a!& water
45-P#)-18 (his part allows stu&e!ts to sy!thesie all the i!vesti$atio!s a!& lear!i!$
that they &evelope& so far i!to a broa& u!&ersta!&i!$ that atter and energy flo7
amo!$ or$a!isms8 /ctivities may i!clu&e $ames of simple foo& chai!s where primary
pro&ucers ItaeJ e!er$y from the su! use some for $rowth a!& respiratio! a!& pass the
rest to primary co!sumers a!& so o!8 >y wori!$ with utilie odels to &escribe that
the e!er$y a!imals obtai! from their foo& throu$h &i$estive a!& respiratio! processes
4use& for bo&y repair $rowth motio! a!& to mai!tai! bo&y warmth was o!ce e!er$y
from the su!8 (hese stu&e!ts ca! obtai! i!formatio! from te.ts or &i$ital me&ia about a
local ecosystem a!& they have to &evelop a mo&el that supports u!&ersta!&i!$ of how
matter and energy flows by i&e!tifyi!$ the or$a!isms livi!$ i! that ecosystem a!& howo!e type of or$a!ism is li!e& to a!other8 /t the e!& of this part of the i!structio!al
se$me!t stu&e!ts prese!t their &ia$rams a!& write arguentative papers o! the
topic supporti!$ their poi!t of view with reaso!s a!& evidence8 4,8581
/t the e!& of this i!structio!al se$me!t stu&e!ts &emo!strate their
u!&ersta!&i!$ of how matter a!& e!er$y flows i! a! ecosystem8 >oth pla!ts a!&
a!imals must tae i! air a!& water pla!ts !ee& li$ht a!& a!imals !ee& foo&8 /!aerobic
life such as bacteria i! the stomach fu!ctio!s without air8 Foo& provi&es a!imals with
the materials they !ee& for bo&y repair a!& $rowth a!& is &i$este&8 "! the respiratio!
process e!er$y is release& to mai!tai! bo&y warmth a!& for motio!8 Pla!ts ac7uire
their material for $rowth chiefly from air a!& water a!& process some of the matter they
have forme& as a!imals process foo& 4throu$h respiratio! to provi&e the e!er$y to
mai!tai! their i!ter!al co!&itio!s 4e8$8 at !i$ht8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+3 of 13+
943
944
945
3185
3186
3187
3188
3189
3190
3191
3192
3193
3194
3195
3196
3197
3198
3199
3200
3201
3202
3203
3204
3205
3206
3207
3208
3209
3210
3211
3212
3213
3214
3215
946
947
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 148/174
First 60-Day Public Review DraftNovember 2015
ra&e Five = "!structio!al #e$me!t )% *arth #ystems a!& Process
(o e!$a$e stu&e!t i!terest this i!structio!al se$me!t be$i!s by alerti!$ stu&e!ts
to the importa!ce of fresh water for people livi!$ i! cities a!& farms a!& the &ifficulties
e.perie!ce& by Califor!ia resi&e!ts &uri!$ perio&s of &rou$ht8 >y the e!& of this
i!structio!al se$me!t stu&e!ts will have &evelope& the u!&ersta!&i!$ that *arth has a
set of ma:or subsystems8 (hese *arth systems are co!!ecte& a!& cha!$es i! o!e
affect the others8 (he i!structio!al se$me!t be$i!s with a focus o! water a!& its
&istributio! o! *arth a!& importa!ce to life8 (he i!structio!al se$me!t the! &evelops
i&eas o! how to protect this resource a!& others o! the pla!et8 (his i!structio!al
se$me!t i!corporates a! e!$i!eeri!$ &esi$! pro:ect that focuses o! the e!viro!me!t8
#tu&e!ts i! $ra&e five e!$a$e i! scie!tific
e.perie!ces to help them a!swer 7uestio!s such
as% &here does my tap water come from and
where does it go' (ow much water do we need
to live, to irrigate plants' &hat can we do to
protect our resources'
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+G of 13+
ath Co!!ectio!"! refere!ce to *##2-2stu&e!ts &o !ot stu&y perce!tor ratio u!til ra&e 68 #cie!ceteachers will !ee& to provi&esome bac$rou!& math!owle&$e o! this co!ceptwhile teachi!$ the scie!ce8#tu&e!ts will be able tocompare fractio!s however8
948
949
950
3216
3217
3218
3219
3220
3221
3222
3223
3224
3225
3226
3227
3228
3229
3230
3231
3232
951
952
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 149/174
First 60-Day Public Review DraftNovember 2015
Grade Five ,Instructional Segent +% Earth Systes and *rocesses
(ow much water can be found in different places on arth'
(ow does matter cycle through ecosystems'
&hat can we do to protect earth=s resources'
Crosscutting concepts% #cale Proportio! A @ua!tity< #ystems A #ystem o&els<
Cause a!& *ffectScience and Engineering *ractices% btai!i!$ *valuati!$ a!& Commu!icati!$
"!formatio!0,ESS-,- (escribe and graph the aounts and percentages of 7ater and fresh
7ater in various reservoirs to provide evidence about the distribution of
7ater on Earth3 E /ssessment oundary: /ssessment is limited to oceans,
lakes, rivers, glaciers, ground water, and polar ice caps, and does not include
the atmosphere8
0,ESS-,$ (evelop a odel using an e"aple to describe 7ays in 7hich the
geosphere# biosphere# hydrosphere# and5or atosphere interact3
EClarificatio! #tateme!t% (he $eosphere hy&rosphere 4i!clu&i!$ ice
atmosphere a!& biosphere are each a system a!& each system is a part of
the whole *arth #ystem8 *.amples coul& i!clu&e the i!flue!ce of the ocea!
o! ecosystems la!&form shape a!& climate< the i!flue!ce of the atmosphere
o! la!&forms a!& ecosystems throu$h weather a!& climate< a!& the i!flue!ce
of mou!tai! ra!$es o! wi!&s a!& clou&s i! the atmosphere8 E /ssessment
oundary: /ssessment is limited to the interactions of two systems at a time.
0,ESS+,$ <btain and cobine inforation about 7ays individual counities
use science ideas to protect the Earth6s resources and environent3
E /ssessment oundary: /ssessment is limited to oceans, lakes, rivers,
glaciers, ground water, and polar ice caps, and does not include the
atmosphere.>
+,0,ETS$,$ (efine a siple design proble reflecting a need or a 7ant that
includes specified criteria for success and constrains on aterials#
tie# or cost3
E(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+K of 13+
953
954
955
3233
956
957
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 150/174
First 60-Day Public Review DraftNovember 2015
assessme!t bou!&ary8
+,0,ETS$,- Generate and copare ultiple possible solutions to a proble based
on ho7 7ell each is likely to eet criteria and constraints of the
proble3
E(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8
+,0,ETS$,+3 *lan and carry out fair tests in 7hich variables are controlled and
failure points are considered to identify aspects of a odel or prototype
that can be iproved8
E(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!
assessme!t bou!&ary8
1ackground Inforation for Teachers
(he *arth;s ma:or systems are the $eosphere the hy&rosphere the atmosphere
a!& the biosphere8 (he materials characterii!$ each system are summarie& i! the
table below8
Earth6s Syste Earth6s 4aterials
eosphere #oli& rocs molte! rocs soil a!& se&ime!ts8
y&rosphere ,ater i! rivers laes $rou!&water etc8 4fresh water salt
water ice8
/tmosphere /ir surrou!&i!$ *arth8
>iosphere /ll livi!$ or$a!isms i!clu&i!$ huma!s8
(hese systems are i!terco!!ecte& i! comple. a!& &y!amic ways a!& i!teract
with each other over a wi&e ra!$e of time a!& spatial scales8 "! this u!it stu&e!ts will
i!vesti$ate several of these i!teractio!s 4o!ly two systems at a time by mai!$
observatio!s about the energy flow and matter cycling withi! a!& amo!$ *arth;s
systems8 #oli& rocs for e.ample ca! be forme& by the cooli!$ of molte! roc or by
the accumulatio! of se&ime!ts or by the mo&ificatio! of e.isti!$ rocs whe! e.pose& to
i!te!se heat pressure or i!teractio! with water8 Differe!t types of rocs are pro&uce&
u!&er these &iffere!t physical a!& chemical co!&itio!s8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 150 of 13+
958
959
960
3234
3235
3236
3237
3238
3239
3240
3241
3242
3243
3244
3245
3246
3247
3248
961
962
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 151/174
First 60-Day Public Review DraftNovember 2015
(he ocea! is o!e of the ma:or reservoir of li7ui& water althou$h salty water8 (he
circulatio! o! *arth;s surface of ocea! water at &iffere!t temperatures 4warmer at the
*7uator a!& cooler at the poles allow to i!flue!ce climate i! &iffere!t re$io!s o! *arth8
(his is a! e.ample 4fi$ure 21 of i!teractio! betwee! the hy&rosphere which receive&
i!put e!er$y from the su! a!& the $eosphere8 (his i!teractio! may result i! a more
favorable re$io!al climate where a rich variety of pla!ts a!& other livi!$ or$a!isms
4biosphere ca! thrive8 (he habitats i! which the biosphere &evelops will i! tur! affect
the atmosphere throu$h the cycli!$ of carbo! a!& o.y$e! throu$h respiratio!8
Figure -$% (ynaic interactions of the Earth6s oceans3 Source% WikipediaD
,ater i! other forms such as laes rivers $rou!& water $laciers a!& polar icecaps also co!tribute to cycling of matter amo!$ *arth;s systems8 ,eatheri!$ a!&
erosio! processes for e.ample brea &ow! rocs from mou!tai!s a!& plateau a!&
tra!sport those materials arou!& *arth;s surface8
/t this $ra&e level emphasis is $ive! to the i&e!tificatio! of the system a!& the
compo!e!ts of each system to &etermi!e patter!s of i!teractio!s8 / &eeper
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 151 of 13+
963
964
965
3249
3250
3251
3252
3253
3254
3255
3256
3257
3258
3259
3260
3261
3262
3263
3264
3265
966
967
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 152/174
First 60-Day Public Review DraftNovember 2015
u!&ersta!&i!$ of the process e!er$y flows &ue to the &iffere!t physical properties of
materials will be &evelope& i! $ra&e si.8
(escription of Instructional Segent
(his i!structio!al se$me!t o! earth systems a!& processes is &ivi&e& i! four
parts% Part 1- Distributio! of ,ater i! *arthA Part 2- "!teractio!s of eosphere
>iosphere y&rosphere a!&Mor /tmosphere< Part )- Protect *arth;s Resources a!&
*!viro!me!t a!& Part +- *!$i!eeri!$ Desi$! Problem% ,ater Filtratio!
3istribution of &ater on arth
#tu&e!ts co!ti!ue their e.perie!ces with water
by looi!$ at the amou!t of water available o! the
*arth 4fi$ure 228 a!y activities ca! e!$a$e them i!
usi!$ relative proportions a!& atheatical
thinking to help them &escribe the ratios i! a
$raphical way8 (ow much water is in the ocean,
glaciers, rivers, underground' (ow much is salt
water' #tu&e!ts &escribe a!& provi&e evi&e!ce that
!early all of *arth;s available water is i! the ocea!8 ost fresh water is i! $laciers oru!&er$rou!&< o!ly a ti!y fractio! is i! streams laes wetla!&s a!& the atmosphere3 45-
*##2-2 (hey represe!t this real worl& problem by $raphi!$ poi!ts i! the first 7ua&ra!t
of the coor&i!ate pla!e a!& i!terpreti!$ coor&i!ate values of poi!ts i! the co!te.t of the
situatio!8 4C/ CC##588 2
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 152 of 13+
ath Co!!ectio!#tu&e!ts coul& be challe!$e& tofi!& the state cou!try orco!ti!e!t with the mostMleastamou!t of fresh water perperso!8 /lter!atively stu&e!tscoul& be assi$!e& a cou!try orco!ti!e!t to i!vesti$ate8#tu&e!ts coul& $raph theirresults by li7ui& or ice form8
968
969
970
3266
3267
3268
3269
3270
3271
3272
3273
3274
3275
3276
3277
3278
3279
3280
3281
3282
3283
3284
3285
3286
3287
3288
971
972
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 153/174
First 60-Day Public Review DraftNovember 2015
Figure --% Distributio! of *arth;s water8 K3O is u!&ri!able water 4from the ocea!s
a!& o!ly ) O is fresh water fou!& i! icecaps $rou!& laes rivers a!& swamps8 4B8#8
eolo$ical #urvey 2015&
Interactions of 4eosphere, iosphere, (ydrosphere, and5 or /tmosphere.
#tu&e!ts co!!ect their !owle&$e about
water sources a!& &istributio! o! *arth
4hy&rosphere to water i! the atmosphere a!&
biosphere a!& its impacts o! the $eosphere8
(hrou$h varie& activities stu&e!ts develop and
odel the co!cept of a water cycle 4i8e8 that
water flows amo!$ a!& betwee! these three
systems throu$h evaporatio! co!&e!satio! a!&
precipitatio! throu$h pla!t a!& a!imal uptae
of water as well as throu$h loss of water from
the !atural processes of waste &isposal a!&
co!versio! to other substa!ces8 (eachers
shoul& $ive stu&e!ts the opportu!ity to co!!ect at least two systems a!& represe!t the
flow of water betwee! them with pictures a!& &ia$rams8 #tu&e!ts the! e.te!& this
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 15) of 13+
*'/ *'D Co!!ectio!
"! small $roups stu&e!ts&emo!strate the i!teractio!sbetwee! two of the systems%$eosphere biospherehy&rosphere a!& atmosphereusi!$ multime&ia a!&Mor visual&isplays8 (his coul& i!clu&estu&e!ts ree!acti!$ thei!teractio! e8$8 o!e stu&e!t isthe water a!& o!e is the wi!&a!& what happe!s whe! they
i!teract i! the atmosphere tola!& a!& ecosystems throu$hweather a!& climate8
973
974
975
3289
3290
3291
3292
3293
3294
3295
3296
3297
3298
3299
3300
3301
3302
3303
3304
3305
3306
3307
3308
3309
3310
976
977
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 154/174
First 60-Day Public Review DraftNovember 2015
mo&el to e!compass other matter flows a!& i!teractio!s amo!$ a!& betwee! the
*arth;s ma:or subsystems8 (he *arth;s ma:or systems are the $eosphere 4soli& a!&
molte! roc soil a!& se&ime!ts the hy&rosphere 4water a!& ice the atmosphere
4air a!& the biosphere 4livi!$ thi!$s i!clu&i!$ huma!s8 (hese systems i!teract i!
multiple ways to affect *arth;s surface materials a!& processes8 (he ocea! supports a
variety of ecosystems a!& or$a!isms shapes la!&forms a!& i!flue!ces climate8 ,i!&s
a!& clou&s i! the atmosphere i!teract with the la!&forms to &etermi!e patterns of
weather8 45-*##2-1
Figure -+% (he water cycle showi!$ &iffere!t areas of water from li7ui& to $as
4evaporatio!% ocea!s freshwater lae $as to li7ui& 4co!&e!satio!% clou&s soli& to $as
4sublimatio! soli& to li7ui& 4s!owmelt ru!off a!& evapotra!spiratio! 4evaporatio! a!&
pla!t tra!spiratio!8 4B8#8 eolo$ical #urvey 2015c
#ome stu&e!t;s preco!ceptio!s are base& o! simple circular &ia$rams where the
su! is ce!tral to the picture 4see picture above fi$ure 2)8 >y looi!$ at the &ia$ram
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 15+ of 13+
978
979
980
3311
3312
3313
3314
3315
3316
3317
3318
3319
3320
3321
3322
3323
3324
3325
3326
3327
3328
981
982
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 155/174
First 60-Day Public Review DraftNovember 2015
they are i!&uce& to thi! that evaporate& water $oes bac to the su!8 Bsi!$ these
&ia$rams a!& havi!$ stu&e!ts e.plai! why the picture represe!ts i!correctly the water
cycle is a $oo& formative assessme!t tool for this topic a!& helps u!cover stu&e!t
u!&ersta!&i!$8
(opics for stu&e!t investigations coul& i!clu&e% the i!flue!ce of the ocea! o!
ecosystems la!&form shape a!& climate< the i!flue!ce of water a!& wi!& i! the
atmosphere o! la!&forms a!& ecosystems throu$h weather a!& climate< a!& the
i!flue!ce of mou!tai! ra!$es o! wi!&s a!& clou&s i! the atmosphere8 (he $eosphere
hy&rosphere atmosphere a!& biosphere are each a system a!& the stu&e!t odels
support the &evelopme!t of their u!&ersta!&i!$ of the multiple a!& comple. i!teractio!s
both withi! a!& amo!$ them8 ,hile the carbo! cycle is !ot stresse& i! this i!structio!al
se$me!t it may be useful to i!tro&uce the !otio! that substa!ces other tha! water have
cycles and flows betwee! a!& amo!$ *arth systems a!& that carbo! is a!other
importa!t case that they will stu&y later8 B!&erlyi!$ the i!teractio!s of two systems at a
time is the crosscutti!$ co!cept of cause and effect 8 (his crosscutti!$ co!cept coul&
be use& i! combi!atio! with that of energy flow and matter cycling to emphasie that
tra!sfer of e!er$y a!& matter ca! be co!si&ere& causes of eve!ts we observe 4effects8
+rotect arth=s <esources and nvironment "! this part of the i!structio!al se$me!t the emphasis is place& o! the huma!
!ee& for fresh water a!& the available supply of water &ue to huma! activity to obtai!
that resource8 #tu&e!t activities ca! i!clu&e looi!$ at the local source of tap water or
visiti!$ a local river lae or the ocea! or fi!&i!$ out which huma! activities are the
primary users of the local water sources8 / fiel& trip to a local wastewater treatme!t
pla!t or a local farm that uses &ry farmi!$ tech!i7ues coul& help stu&e!ts thi! about
problems a!& solutio!s that help us protect our resources8 #tu&e!t wor focuses o!
obtaining# evaluating# and counicating inforation that shows how huma!
activities i! a$riculture i!&ustry a!& every&ay life have ha& ma:or effects o! the la!&
ve$etatio! streams u!&er$rou!& water stora$e levels 4a7uifer ocea! a!&
atmosphere8 (his focus o! water is the! broa&e!e& to briefly co!si&er other huma!
impacts o! *arth systems a!& eve! o! systems outsi&e the *arth8 roup pro:ects
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 155 of 13+
983
984
985
3329
3330
3331
3332
3333
3334
3335
3336
3337
3338
3339
3340
3341
3342
3343
3344
3345
3346
3347
3348
3349
3350
3351
3352
3353
3354
3355
3356
3357
3358
3359
986
987
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 156/174
First 60-Day Public Review DraftNovember 2015
coul& i!vesti$ate particular local resource issues a!& e.ami!e what i!&ivi&uals a!&
commu!ities are &oi!$ or coul& &o to help protect *arth;s resources a!& e!viro!me!ts8
45-*##)-1 #tu&e!ts prese!t their fi!&i!$s a!& solutio!s to each other8 (he crosscutti!$
co!cepts of cause and effect a!& stability and change are $oo& matches to this part8
Engineering Connection% Water Filtration8
#tu&e!ts focus o! a !atural resource a!& a !atural
process as the basis for a! e!$i!eeri!$ &esi$! problem8 ur
*arth filters water as part of the water cycle8 /s water passes
throu$h layers of the *arth co!tami!a!ts are filtere& out or
settle8 uma!s also use water filtratio! to clea! the water we use8 / simple water
filtratio! pro:ect that ass stu&e!ts to clea! &irty or co!tami!ate& water ca! $ive
stu&e!ts the opportu!ity to define the proble gather inforation plan a solution
a!& &esi$! a!& carry out a prototype $ive! a set of co!strai!ts or limits such as
available materials mo!ey a!&Mor time8 (he stu&e!ts ca! the! $ather i!formatio! wor
i! teams to brai!storm a !umber of solutio!s a!& compare them a$ai!st the criteria
a!& co!strai!ts of the problem to see which is most liely to succee&8 #tu&e!ts are
$ive! a sample of I&irtyJ water ma&e of safe classroom materials lie twi$s &irt sa!&
brow! li7ui&s 4tea a!& are prese!te& with the challe!$e of clea!i!$ the water with
available materials% cotto! balls coffee filter etc8 #tu&e!ts first &esi$! a wori!$ odel
buil& it test it a!& the! compare their filtere& water a$ai!st a color sta!&ar&8 4/&apte&
from *!$i!eeri!$ is *leme!tary 2012
ra&e Five = "!structio!al #e$me!t +% Patter!s i! *arth A #pace
>y the e!& of this i!structio!al se$me!t stu&e!ts have &evelope& the
u!&ersta!&i!$ that the forces that affect their every&ay e.perie!ces 4e8$8 $ravity also
affect lar$er systems lie the *arth a!& stars 4 patterns & systems and system
models8 #tu&e!ts &evelop odels a!& use them to e.plai! every&ay patterns lie
&ay a!& !i$ht a!& appare!t moveme!t of stars throu$h the !i$ht a!& compare our star
4#u! to other stars i! the sy8 #tu&e!ts i! $ra&e five e!$a$e i! scie!tific e.perie!ces to
help them a!swer 7uestio!s such as% &hat forces affect the arth' &hat are the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 156 of 13+
988
989
990
3360
3361
3362
3363
3364
3365
3366
3367
3368
3369
3370
3371
3372
3373
3374
3375
3376
3377
3378
3379
3380
3381
3382
3383
3384
3385
3386
3387
3388
3389
3390
991
992
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 157/174
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 158/174
First 60-Day Public Review DraftNovember 2015
(he su! is o!ly o!e of the vast !umbers of starts i! the ily ,ay $ala.y which
is o!ly o!e of the vast !umbers of $ala.ies i! the u!iverse8 (he re$ular patter!s of
motio! of the su! a!& other stars i! the sy 4both &uri!$ the &ay a!& !i$ht ca! be
observe& from *arth a!& &escribe&8 >ecause these re$ular patter!s ca! be &escribe&
it implies that they ca! also be pre&icte&8
(he *arth rotates about its a.is causi!$ the visible patter!s of &ay a!& !i$ht8
!e way to &escribe the rotatio! of the *arth a!& the perceive& motio! of the su! is for
e.ample by mai!$ observatio!s of the le!$th a!& &irectio!s of the sha&ow of a!
ob:ect that is fi.e& with respect the *arth 4such as a stic i!to the $rou!&8
(he !i$ht sy is mostly &ar to our huma! eyes e.cept for the moo! pla!ets
a!& bri$ht stars8 #mall telescopes or eve! bi!oculars ca! reveal that the &ar sy is !ot
&ar at all but it is fille& by thousa!&s of star a!& $ala.ies too far a!& too &im to $ive a!
i!te!se visual e.perie!ce8 (he su! is the closest star to *arth a!& for this reaso! it
appears lar$er a!& bri$hter tha! other a!y other stars i! our $ala.y8 Furthermore the
su! is a me&ium-sie type of star a!& much lar$er stars e.ist i! our $ala.y8 (he amou!t
of li$ht 4bri$ht!ess that the su! shi!es o! *arth is the! &etermi!e& by its pro.imity to
our pla!et8
(escription of Instructional Segent% (his i!structio!al se$me!t o! patter!s i!
earth a!& space is &ivi&e& i! three parts% Part 1 -
Fi!&i!$ the ravitatio!al Force< Part 2 - *arth
Patter!s% From a Day to a Sear< Part ) - ur #u!
a!& #tars8
0inding the 4ravitational 0orce
#tu&e!ts &emo!strate how a !o!-co!tact
force has effects o! the *arth% the $ravitatio!al force8 (his is a! e.te!sio! of other !o!-
co!tact force e.perie!ces that they &evelope& i! $ra&e three 4ma$!etic a!&
electrostatic electricity a!& are the fou!&atio!s of *arth;s place i! the B!iverse 4*##18
*.ploratio! of the $ravitatio!al force starts with the si$!ifica!ce it has o! our &aily lives8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 15G of 13+
ath Co!!ectio!
(his i!structio!al se$me!tle!&s itself to the statisticsarea of mathematics8 #tu&e!tshave bee! collecti!$ a!&&isplayi!$ &ata si!cei!&er$arte!8 (hey coul&&iscuss efficie!t a!& effectiveways to collect &ata4evi&e!ce a!& the! &isplay iti! a $raph or table so that ittells a story or pai!ts a picture
of the &ata that ca! be easily
998
999
1000
3395
3396
3397
3398
3399
3400
3401
3402
3403
3404
3405
3406
3407
3408
3409
3410
3411
3412
3413
3414
3415
3416
3417
3418
3419
3420
3421
3422
3423
3424
3425
1001
1002
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 159/174
First 60-Day Public Review DraftNovember 2015
/ctivities support the co!cept that the $ravitatio!al force of *arth acti!$ o! a! ob:ect
!ear *arth;s surface pulls that ob:ect towar& the pla!et;s ce!ter8 #tu&e!ts ca! wei$h
&iffere!t ob:ects or use wei$ht o! a stri!$ to loo for their orie!tatio! with respect to
positio!8 IDow!J is a local &escriptio! of the &irectio! that poi!ts towar& the ce!ter of
the spherical *arth8 *.te!sio!s may i!clu&e showi!$ stu&e!ts vi&eos of astro!auts i!
the re&uce& $ravity8 (here are vi&eos of N/#/;s ,ei$htless ,o!&er :et where stu&e!ts
ca! observe the co!se7ue!ces of re&uce& $ravitatio!al force
http%MMwww8w$te8or$Mw$teM$roupsMitem8aspitemUi&X6356 8 Cause and effect is o!e
theme &evelope& i! this part8
arth +atterns: 0rom a 3ay to a Cear
#tu&e!ts loo for patterns of &aily cha!$es such as observi!$ their sha&ow at
&iffere!t times of the &ay< stu&e!ts start collecti!$ &ata from the be$i!!i!$ of the year8
/ schoolyar& su!&ial will help stu&e!ts mae accurate measureme!ts i! their
!oteboos8 Fi$ure 2+ shows a! e.ample of a school huma! su!&ial8
Figure -.% *.ample of a school huma! su!&ial 4#cie!tific (eacher 2011
#tu&e!ts ca! also collect &ata of le!$th of &ay a!& !i$ht over a perio& of time
4mo!th seaso! a!& year or measure the positio! of the su! at su!set time over the
year8 #tu&e!ts represe!t the data they collect i! a $raphical way a!& loo for patterns8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 15K of 13+
1003
1004
1005
3426
3427
3428
3429
3430
3431
3432
3433
3434
3435
3436
3437
3438
3439
3440
3441
3442
3443
3444
3445
3446
3447
3448
1006
1007
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 160/174
First 60-Day Public Review DraftNovember 2015
(hey &evelop odels to e.plai! how orbits of *arth arou!& the su! a!& of the moo!
arou!& *arth to$ether with the rotatio! of *arth about a! a.is betwee! its North a!&
#outh poles a!& the tilt of the *arth;s a.is relative to the pla!e of its orbit cause
observable patter!s8 (hese i!clu&e &ay a!& !i$ht< &aily cha!$es i! the le!$th a!&
&irectio! of sha&ows< a!& &iffere!t positio!s of the su! moo! a!& stars at &iffere!t
times of the &ay mo!th a!& year8 #tu&e!ts ca! observe the locatio! a!& phases of the
oo! over the course of a mo!th a!& relate this pattern to the moo!;s orbit arou!&
*arth8 45-*##1-2 (his is a! e.te!sio! of scie!ce investigations from ?-2 whe!
stu&e!ts e.plore& patterns of movement of the sun, moon, and stars that can be
observed, described, and predicted from Earth.
#tu&e!ts ca! also observe &escribe a!& pre&ict patter!s i! the !i$ht sy8 (he
moveme!t of stars i! the sy ca! be &o!e i! class by usi!$ simulators a!& asi!$ each
stu&e!t to be respo!sible for traci!$ a star or $roup of stars over time for o!e !i$ht8
#tu&e!ts; reports i!te$rate i!formatio! from several te.ts i! or&er to develop their
odels8 (hey write or spea !owle&$ably about the sub:ect 4R"858K about their mo&el
a!& its implicatio!s a!& how the odel e.plai!s the observe& patterns8
1ur Sun and Stars
#tu&e!ts; stu&y of stars e.te!&s to the #u!8 / class &iscussio! o! how the
appare!t bri$ht!ess of a li$ht cha!$es as the li$ht becomes more &ista!t is use& to
buil& the co!cept that similar stars may appear bri$hter or &immer &epe!&i!$ o! how
far away they are from *arth8 (his lea&s to the &evelopme!t of the i&ea that the #u! is
:ust a!other star but is so much bri$hter because it much closer to *arth tha! other
stars8 #tars &iffer $reatly i! their &ista!ce from *arth8 45-*##1-1 #tu&e!ts see
i!formatio! from te.t a!& o!-li!e resources about other evi&e!ce 4i! a&&itio! to the &aily
patterns of appare!t motio! that supports these co!clusio!s8 'ocal amateur
astro!omy $roups ofte! hol& telescope viewi!$ !i$hts ope! to the public a!& stu&e!ts
shoul& be e!coura$e& to atte!& such a! eve!t where possible8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 160 of 13+
1008
1009
1010
3449
3450
3451
3452
3453
3454
3455
3456
3457
3458
3459
3460
3461
3462
3463
3464
3465
3466
3467
3468
3469
3470
3471
3472
3473
3474
3475
3476
1011
1012
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 161/174
First 60-Day Public Review DraftNovember 2015
Science Literacy and English Learners(he vi$!ette prese!ts a! e.ample of how teachi!$ a!& lear!i!$ may loo i! a
thir& throu$h fifth $ra&e classroom whe! the C/ N## are impleme!te& i! ta!&em with
the C/ CC## for *'/M'iteracy a!& the C/ *'D #ta!&ar&s8 (he purpose is to illustrate
how a teacher e!$a$es stu&e!ts i! three-&ime!sio!al lear!i!$ by provi&i!$ them with
e.perie!ces a!& opportu!ities to &evelop a!& use the #cie!ce a!& *!$i!eeri!$
Practices a!& the Crosscutti!$ Co!cepts to u!&ersta!& the Discipli!ary Core "&eas
associate& with the topic i! the i!structio!al se$me!t8 /! a&&itio!al purpose is to
provi&e e.amples of how la!$ua$e a!& literacy &evelopme!t are cultivate& throu$h
i!teractive a!& e!$a$i!$ scie!ce literacy lear!i!$ tass8 (he vi$!ette i!clu&es
scaffol&i!$ approaches for *!$lish lear!er 4*' chil&re!8 "t is importa!t to !ote that the
vi$!ette focuses o! o!ly a limite& !umber of sta!&ar&s8 "t shoul& !ot be viewe& as
showi!$ all i!structio! !ecessary to prepare stu&e!ts to fully achieve N##
performa!ce e.pectatio!s or complete the i!structio!al se$me!t8 Neither &oes it
i!&icate that the performa!ce e.pectatio!s shoul& be tau$ht o!e at a time8 (his vi$!ette
is base& o! similar C/ N## Performa!ce *.pectatio!s prese!te& i! this chapter;s
Ira&e (hree i$!ette% 'ivi!$ (hi!$s i! Cha!$i!$ *!viro!me!ts8J
(he vi$!ette uses specific themes but it is !ot mea!t to imply that this is the o!lyway i! which stu&e!ts are able to achieve the i!&icate& performa!ce e.pectatio!s a!&
lear!i!$ tar$et8 Rather the vi$!ette hi$hli$hts e.amples of teachi!$ practices lesso!
or$a!iatio! a!& possible stu&e!ts; respo!ses8 #cie!ce i!structio! shoul& tae i!to
accou!t that stu&e!t u!&ersta!&i!$ buil&s over time a!& is e.te!&e& by revisiti!$ topics
a!& co!cepts throu$hout the course of the year8 "! a&&itio! some topics or co!cepts
re7uire &iffere!t pe&a$o$ical a!& scaffol&i!$ approaches &epe!&i!$ o! i!&ivi&ual
stu&e!t !ee&s8 Fi!ally while the vi$!ette provi&es several illustratio!s of sou!&
i!structio!al practices it &oes !ot i!clu&e everythi!$ that e&ucators !ee& to co!si&er
whe! &esi$!i!$ a!& facilitati!$ lear!i!$ tass8 /ll lear!i!$ e!viro!me!ts shoul& follow
research-base& $ui&eli!es8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 161 of 13+
1013
1014
1015
3477
3478
3479
3480
3481
3482
3483
3484
3485
3486
3487
3488
3489
3490
3491
3492
3493
3494
3495
3496
3497
3498
3499
3500
3501
3502
3503
3504
3505
3506
1016
1017
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 162/174
First 60-Day Public Review DraftNovember 2015
Grade Span Three to Five :ignette% Integrated Science# EL'# and EL(Biodiversity in Changing Environments
1ackground
r8 >;s thir& $ra&e class is lear!i!$ about how people;s activities a!& behavior ca! cha!$e a!imalhabitats8 r8 >;s $oal is to provi&e a variety of rich ha!&s o! i!teractive lear!i!$ e.perie!ces i! whichhis stu&e!ts observe the !atural worl& lear! from te.ts &iscuss their thi!i!$ a!& wor collaborativelyall with the $oal of mai!$ a positive impact o! a!imal habitats throu$h miti$ati!$ huma! &ama$e8 r8> wa!ts his stu&e!ts both to lear! about the area i! which they live a!& u!&ersta!& that they ca!positively affect the e!viro!me!t throu$h their wor&s a!& actio!s8 (he bi$ i&eas that $ui&e r8 >;spla!!i!$ for the i!structio!al se$me!t are%
&e can e%plain why some animals can survive well, some survive less well, and some cannotsurvive at all in different habitats&e can e%plain how humans impact animal habitats and argue for protecting them by making
evidence!based claims.
r8 >;s class of thirty-four stu&e!ts is comprise& of twe!ty !ative *!$lish speaers or stu&e!ts who arebili!$ual a!& proficie!t i! *!$lish a!& fourtee! stu&e!ts who are *'s8 f the twe!ty stu&e!ts proficie!ti! *!$lish the ma:ority spea a !o!-sta!&ar& variety of *!$lish or a la!$ua$e other tha! *!$lish withtheir families8 (welve of the *'s are at the *.pa!&i!$ or early >ri&$i!$ level of *!$lish proficie!cy a!&use every&ay *!$lish comfortably8 (wo of r8 >;s stu&e!ts have rece!tly arrive& i! the B!ite& #tatesa!& are at the early *mer$i!$ level of *!$lish proficie!cy8 (he ma:ority of r8 >;s *'s a!& ma!y of hisbili!$ual stu&e!ts spea #pa!ish as their home la!$ua$e but he has two stu&e!ts who spea mo!$as a home la!$ua$e8 r8 >;s $oal is for each of his stu&e!ts to successfully e!$a$e i! the aca&emica!& li!$uistic co!te!t of the class a!& he wors har& to provi&e the supports !ecessary for them tosuccee&8
Lesson Conte"t*arlier i! the year i! a previous i!structio!al se$me!t stu&e!ts be$a! to lear! about what pla!ts !ee&i! or&er to $row a!& what they $et from the ecosystems where they live8 (hus far i! this i!structio!alse$me!t8 r8 >;s stu&e!ts have starte& to lear! about the &iversity of life i! &iffere!t habitats8 estarte& the lear!i!$ se$me!t by tai!$ his stu&e!ts o! a fiel& trip i! which they spe!t the mor!i!$e.ami!i!$ !earby habitats8 "! or&er to help his stu&e!ts become e.celle!t observers a!& &atacollectors he ase& them to tae their scie!ce !oteboos with them to mae !otes i! whicheverla!$ua$e they are most comfortable writi!$ a!& &raw pictures about the pla!t a!& a!imal life theyobserve&8 (he stu&e!ts e.ami!e& the school $ar&e! the !ei$hborhoo& !ear the school a!& a !earbywoo&e& par8 ,he! they retur!e& to the classroom the stu&e!ts &iscusse& the &iffere!ces i! the livi!$thi!$s they observe& i! each habitat a!& r8 > le& the class throu$h a &iscussio! that culmi!ate& i!the :oi!tly co!structe& stateme!t% IDiffere!t !umbers a!& types of livi!$ thi!$s i!clu&i!$ pla!ts a!&a!imals live i! &iffere!t habitats8J
r8 > a!& his stu&e!ts have also rea& a!& collaboratively &iscusse& two i!formatio!al te.ts from the*&ucatio! a!& the *!viro!me!t "!itiative 4**" I,oul& >lacberries rowJ a!& I,hat a Qoshua(ree Nee&s from the Desert8J r8 > has poste& ,or& ,all Car&s from the **" materials a!& he hashelpe& the stu&e!ts a&& tra!slatio!s of the wor&s i! their home la!$ua$es8 r8 > has tau$ht thesewor&s to stu&e!ts a!& he mo&els how to use them as ofte! as he ca!8 /&&itio!ally r8 > hasfacilitate& a &iscussio! i! which his stu&e!ts have co!!ecte& their observatio!s of the &iversity of life i!the habitats they observe& a!& rea& about to the Califor!ia abitats wall map8 (he stu&e!ts havewritte! se!te!ces that &escribe the similarities a!& &iffere!ces betwee! what they observe& o! their
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 162 of 13+
1018
1019
1020
3507
3508
3509
1021
1022
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 163/174
First 60-Day Public Review DraftNovember 2015
!ature wal a!& the pla!ts a!& a!imals hi$hli$hte& o! the map8
(he chil&re! are buil&i!$ both their scie!ce co!ceptual u!&ersta!&i!$s a!& la!$ua$e a!& literacy sillsall of which they will use to they will use to create i!formatio!al posters that i!clu&e a! evi&e!ce-base&ar$ume!t about how some a!imals survive well less well or !ot at all i! a particular habitat<photo$raphs or illustratio!s that show the a!imal habitats they have researche&< &ata that show huma!
impact o! the habitat 4$raphs or tables< a!& su$$estio!s for what stu&e!ts a!& their families ca! &o tore&uce the impact huma!s mae o! a!imal habitats8 (he stu&e!ts will prese!t their posters to theirfamilies o! the school;s Family #cie!ce *.hibitio! Ni$ht8 *ach stu&e!t will also write a letter to thee&itor of the local !ewspaper i! or&er to e!$a$e the commu!ity to care about a!& protect local a!imalhabitats8 (he followi!$ lear!i!$ tar$et a!& N## performa!ce e.pectatio!s $ui&e teachi!$ a!&lear!i!$ for the lesso!8
Learning Target% ,e will create posters that e.plai! how huma!s affect a!imal habitats a!&su$$est ways we ca! protect them8 ,e will write letters to the e&itor ar$ui!$ why we shoul&protect a!imal habitats8
C' GSS *erforance E"pectations%
+,LS.,+% Co!struct a! ar$ume!t with evi&e!ce that i! a particular habitat some or$a!isms ca!
survive well some survive less well a!& some ca!!ot survive at all8+,LS.,.% ae a claim about the merit of a solutio! to a problem cause& whe! thee!viro!me!t cha!$es a!& the types of pla!ts a!& a!imals that live there may cha!$e8
Lesson E"cerpts
#i!ce r8 >;s stu&e!ts have starte& to buil& up a! u!&ersta!&i!$ of a!imal a!& pla!t &iversity i!habitats he is rea&y for them to be$i! e.ami!i!$ the impact huma!s have o! a!imal habitats8e posts three 7uestio!s that the chil&re! will co!si&er over the course of the !e.t several &ays%
o ow ca! huma! activities cha!$e the habitats where pla!ts a!& a!imals live
o ow &o these cha!$es affect the survival of the pla!ts a!& a!imals that live there
r8 > be$i!s the lesso! by asi!$ the class to thi! about a huma! activity that mi$ht affect a! a!imal;shabitat8 e first $ives a! e.ample% ,he! huma!s cut trees &ow! to mae thi!$s lie houses a!&paper some a!imals mi$ht lose their homes8 (he! he ass his stu&e!ts to thi! about as ma!y i&easas they ca! a!& $ives them a few mome!ts to &o so8 /s the stu&e!ts thi! r8 > checs i! with his twostu&e!ts at a! *mer$i!$ level of *!$lish la!$ua$e proficie!cy to e!sure they u!&ersta!& the 7uestio!8
/fter the stu&e!ts have ha& time to thi! r8 > ass them to share with their part!ers usi!$ a! ope!se!te!ce frame i! or&er to challe!$e them to i!clu&e huma! impact a!& its effects%
,he! huma!s UUUUUUUUUUUUUUUUU 4cause UUUUUUUUUUU 4effect8
e liste!s i! as stu&e!ts share their i&eas8 e hears some stu&e!ts share a! i&ea very similar to hiswhile other stu&e!ts say thi!$s such as I,he! huma!s mae a pari!$ lot a!& that;s where therewere trees before " thi! it causes a!imals to lose their homes lie bir&s a!& s7uirrels a!& stuffJ a!&I,he! huma!s put pollutio! i! the air because they;re &rivi!$ their cars a lot " thi! the a!imals ca!$et sic or &ie because they ca!;t breathe8J
6eaningful Interaction with Science Informational $e%ts:
r8 >;s !e.t step is to help his class to u!&ersta!& &eeply the relatio!ship betwee! a! a!imal thea!imal;s habitat a!& huma! actio!s that affect a! a!imal;s habitat8 (o help buil& his stu&e!ts;u!&ersta!&i!$ he chooses the relatio!ship betwee! the mo!arch butterfly the milwee& pla!t a!& theelimi!atio! of milwee& &ue to huma! use of wee& iller8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 16) of 13+
1023
1024
1025
1026
1027
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 164/174
First 60-Day Public Review DraftNovember 2015
r8 > rea&s alou& the i!formatio!al te.t 6onarch and 6ilkweed by ele! Frost a!& 'eo!i& ore8 erea&s the te.t to the chil&re! as they sit o! the carpet8 e has pre-assi$!e& stu&e!ts i!tohetero$e!eous part!erships so all stu&e!ts have thi!i!$ bu&&ies bei!$ co$!ia!t of each stu&e!t;slevel of *!$lish proficie!cy as well as scie!ce co!te!t !owle&$e8 /s r8 > rea&s he stops perio&icallyto &efi!e wor&s a!& to prompt his stu&e!ts to repeat wor&s a!& &efi!itio!s a!& to mae a!accompa!yi!$ ha!& $esture that will help them remember the wor&s8 For e.ample whe! r8 > comes
to the wor& migrate he says Ii$rate mea!s to travel i! a $roup from o!e place to a!other8J e saysthe wor& clearly a!& the! ass his stu&e!ts to chorally repeat the wor& a!& the &efi!itio! while alsomai!$ the motio! of movi!$ their ha!&s from the ce!ter of their chest strai$ht out away fromthemselves mai!$ wri$$le fi!$ers to show both moveme!t a!& that it is a $roup of ma!y8
(hrou$hout the boo r8 > stops perio&ically to as the stu&e!ts 7uestio!s allowi!$ them time to thi!the! share with their part!ers after each 7uestio! to e!sure they u!&ersta!& the rea&i!$8 eemphasies how the illustratio!s ca! help the stu&e!ts u!&ersta!& the scie!tific co!cepts as whe! a!illustratio! shows the caterpillar i!si&e the chrysalis8
,he! r8 > $ets to the e!& of the boo he ass his stu&e!ts to &iscuss with their part!ers the7uestio!% ,hat woul& happe! if most of the milwee& were $o!e e liste!s closely as part!ers&iscuss8 !ce the stu&e!ts have ha& about a mi!ute to &iscuss with their part!ers he bri!$s the class
bac to$ether a!& ass a few part!ers to share out8 r8 > has a! i!structio!al routi!e i! which whe!o!e part!er shares the other part!er also has to share by a&&i!$ o! to his or her part!er;s respo!se8
r8 > calls o! a pair of stu&e!ts ero!ica who is at the early *mer$i!$ level of *!$lish la!$ua$eproficie!cy a!& has a $rasp of some aca&emic #pa!ish because of her schooli!$ i! e.ico a!& herthi!i!$ bu&&y /licia who is bili!$ual8 >oth $irls spea #pa!ish as their home la!$ua$e8
r8 >% ero!ica a!& /licia " woul& lie you to respo!&8 ,hich of you will $o first 4ero!ica a!& /licia co!fer briefly8
/licia% ";ll $o first a!& ero!ica will a&& o!8 ,e thi! the butterflies will &ie8
r8 >% Ses that &oes seem liely8 ";& lie to hear more8 ,hy &o you thi! the butterflies will &ieero!ica ca! you say more
ero!ica% "" thi!
/licia% 4whisperi!$ to ero!ica to prompt her " woul& lie to a&&
ero!ica% " woul& lie to a&&thatbutterflies !ee& milwee& toYDmo se dice sobrevivir
/licia% Y#obrevivir Bh #urvive
ero!ica% >utterflies !ee& milwee& to survive socuandowhe! the milwee& 4tur!i!$ to /licia Y+uedes decirlo tu
/licia% "f all the milwee& is $o!e the butterflies woul& &ie8
r8 >% (ha! you ero!ica a!& /licia8 4,rites u!&er the &ocume!t camera I>utterflies !ee&milwee& to survive so whe! the milwee& is $o!e the butterflies &ie8J 4(o ero!ica a!& /licia"s that ri$ht 4>oth $irls !o& their hea&s8 'et;s see if we ca! e.pa!& o! that i&ea a little bit8 4r8> chooses a!other pair to share >rya! a!& #a!tia$o8 >rya! is a !ative *!$lish speaer a!&#a!tia$o is a! *!$lish 'ear!er at the early >ri&$i!$ level of *!$lish proficie!cy8 >rya! a!&#a!tia$o ca! you elaborate o! ero!ica a!& /licia;s i&eas
>rya!% (he butterflies are a special i!& calle& mo!arch butterflies8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 16+ of 13+
1028
1029
1030
1031
1032
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 165/174
First 60-Day Public Review DraftNovember 2015
r8 >% 4/&&s the wor& monarch before butterflies i! /licia a!& ero!ica;s se!te!ce8 (ha! youfor bei!$ specific about the type of butterfly8
#a!tia$o% " &o!;t !ow what else to say8
r8 >% 'et;s see if we ca! fi$ure it out to$ether8 Ca! you say a!ythi!$ more about this i&ea ofthe butterfly survivi!$ Ca! we u!pac that a little bit 4Pici!$ up o! the stu&e!ts; hesitatio!r8 > maes a! a&:ustme!t to a&&ress vocabulary8 "! fact this mi$ht be a !ew wor& for someof us8 'et;s all say the wor& survive8 4(he class chorally says the wor&8 #urvive mea!s toco!ti!ue to live8 'et;s all say that8 #urvive mea!s to co!ti!ue to live8 4(he class chorally repeatsthe &efi!itio!8
r8 > 7uicly provi&es the se!te!ce frame% IUUUUU helps UUUUUU survive by J e says I,e;re $oi!$to practice usi!$ the wor& survive8J e mo&els touchi!$ the appropriate part of the poste& frame as hespeas I#u!li$ht helps pla!ts survive by provi&i!$ e!er$y for pla!ts to tur! i!to foo&8J e has stu&e!tstae tur!s completi!$ the se!te!ce frame with their elbow part!ers for o!e mi!ute8 Duri!$ this time r8> pays particular atte!tio! to the se!te!ces the *'s pro&uce< he will use these observatio!s whe!&etermi!i!$ what i!& of support to provi&e &uri!$ subse7ue!t tass8 r8 > the! $ives stu&e!ts a!other
)0 seco!& to practice completi!$ the se!te!ce frame this time focusi!$ their se!te!ces o!ly o!mo!arch butterflies8
r8 >% #a!tia$o what is o!e way milwee& helps the mo!arch butterfly survive ";& lie you touse the stem Iilwee& helps the mo!arch butterfly survive byJ 4r8 > writes this stem u!&erthe &ocume!t camera u!&er the se!te!ce the class has starte&8
#a!tia$o% Bmm8 ay8 ilwee& helps the mo!arch survive by $ivi!$ itCa! you $o bac tothe pa$e about the caterpillar
r8 >% 4pe!s the boo to the pa$e about the caterpillar8 (his o!e
#a!tia$o% Seah8 ilwee& helps the mo!arch butterfly survive becauseit ha!$s o! the leaf8
r8 >% (he caterpillar is ha!$i!$ there yes8 'et;s brai!storm a list of all the ways the milwee&pla!t helps the mo!arch butterfly8
e writes I(he milwee& pla!t helps the mo!arch butterfly by provi&i!$ a place for the caterpillar toha!$ while it $rows8J e prompts the class to echo rea& the stateme!t< this practice $ives all stu&e!tsa! opportu!ity to &evelop their e.pressive rea&i!$ sills8 r8 > co!ti!ues to elicit respo!ses from&iffere!t stu&e!ts supporti!$ them as they &evelop their i&eas a!& clarify their u!&ersta!&i!$s aboutthe importa!ce of the milwee& pla!t to the life cycle of the mo!arch8
(he !e.t &ay r8 > has the class e!$a$e i! a! I*.pert roup Qi$sawJ rea&i!$ usi!$ te.ts about threatsto the mo!arch butterfly 4i!clu&i!$ a Newsela article calle& I#cie!tists worry over &isappeari!$mo!arch butterflyJ8 (he chil&re! have e!$a$e& i! this type of collaborative rea&i!$ activity before a!&e!:oy its $ame-lie flavor8 (hey tae their scie!ce :our!als which they will use for !ote-tai!$ as they
co!ve!e i! their e.pert $roups8 (he process they use is as follows%
E"pert Group igsa7 *rocedureStep $% Students read a te"t independently in their E"pert Groups
(he e.pert $roups co!ve!e8 #ometimes $roups ca! be put to$ether ra!&omly 4by cou!ti!$ off for e.ample8 /t other times teachers may wa!t to $roup stu&e!ts strate$ically i! or&er tobala!ceMlevera$e stre!$ths lear!i!$ !ee&s a!& i!terests8 *ach perso! i! the same e.pert $rouprea&s the same te.t but each of the &iffere!t e.pert $roups rea& a &iffere!t te.t8 (his coul& be
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 165 of 13+
1033
1034
1035
1036
1037
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 166/174
First 60-Day Public Review DraftNovember 2015
&iffere!t sectio!s from the same te.t or it coul& be &iffere!t te.ts that provi&e various le!ses o!the same topic8 *ach stu&e!t rea&s their te.t i!&epe!&e!tly alo!$ with focus 7uestio!s a!& a!ote-tai!$ $ui&e 4$raphic or$a!ier to tae !otes8Step -% Students becoe e"perts in their E"pert Groups"! this step each perso! is respo!sible for a&&i!$ i!formatio! from their i!&epe!&e!t rea&i!$
!oti!$ 4i! their !ote-tai!$ $ui&e what others share a!& buil&i!$ o! what has bee! share&8 /fterthe i!itial shari!$ the stu&e!ts move o! to &iscussio! 7uestio!s about the te.t where they ca!&elve &eeper i!to the te.t to$ether a!& further &evelop their e.pertise of the topic8 /t the e!& ofthis phase the $roup members a$ree o! ey poi!ts they will each share i! their :i$saw $roups8Step +% Students share their e"pertise and learn fro others in igsa7 Groups#tu&e!ts co!ve!e i! their :i$saw $roups comprise& of o!e 4or two people from each e.pert$roup8 *ach perso! shares their e.pertise while the others tae !otes a!& as clarificatio! orelaboratio! 7uestio!s8 !ce each perso! has share& the $roup may have a! a&&itio!al tassuch as sy!thesii!$ the i!formatio! that has bee! share& or &iscussi!$ o!e or more of the bi$i&eas from the &iffere!t rea&i!$s8Step .% Students share 7hat they learned in their E"pert Groups#tu&e!ts reco!ve!e i! their e.pert $roups a!& share what they each lear!e& from their &iffere!t
:i$saw $roups8 *ach perso! a&&s a!y !ew i!formatio! to their !ote-tai!$ $ui&e a!& maes
co!!ectio!s ass 7uestio!s buil&s o! i&eas etc8
/fter the class has researche& the threats faci!$ the mo!arch butterfly r8 > ass the stu&e!ts the twooverarchi!$ 7uestio!s for the i!structio!al se$me!t%
o ow ca! huma! activities cha!$e the habitats where pla!ts a!& a!imals live
o ow &o these cha!$es affect the survival of the pla!ts a!& a!imals that live there
(he chil&re! &iscuss these 7uestio!s i! small $roups of four stu&e!ts who the! have a! opportu!ity toshare out their respo!ses8
+reparing to reate +osters
/fter his stu&e!ts have co!!ecte& closely with the i&ea that huma!s ca! impact the habitats of a!imalsr8 > wa!ts to bri!$ their u!&ersta!&i!$ bac to the a!imal habitats arou!& the school8
r8 > taes the class o! a seco!& !ature wal8 (he stu&e!ts e.plore a! u!use& pari!$ lot !ear the
school a!& they mae a retur! visit to the !earby woo&e& par8 /s they visit these sites the stu&e!ts
mae !otes a!&Mor simple &rawi!$s i! their scie!ce :our!als about the co!&itio! of the habitats a!&
abu!&a!ce of pla!ts a!& a!imals i! each8
!ce the class retur!s to the classroom r8 > lea&s a (ali!$ Poi!ts activity i! or&er to help hisstu&e!ts bolster their lear!i!$ a!& u!&ersta!&i!$8 "! this activity r8 > writes a series of stateme!tsrelate& to the lesso!;s lear!i!$ $oal a!& stu&e!ts have to a$ree or &isa$ree with the stateme!t usi!$
evi&e!ce to support their sta!ce8
r8 > writes the stateme!ts o! a piece of paper u!&er the &ocume!t rea&er reveali!$ o!e at a time8>oth to prompt all stu&e!ts to i!clu&e their ratio!ale a!&Mor evi&e!ce i! their respo!ses a!& to support*'s who may !ee& help structuri!$ their respo!ses r > i!clu&es se!te!ce frames%
o #ome habitats have more pla!ts a!& a!imals tha! others8 4" a$reeM&isa$ree that some habitats have
more pla!ts a!& a!imals tha! others because UUUUUUUUUUUU8o /! a!imal;s habitat helps it to survive or live8 4" a$reeM&isa$ree that a! a!imal;s habitat helps it to
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 166 of 13+
1038
1039
1040
1041
1042
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 167/174
First 60-Day Public Review DraftNovember 2015
survive because UUUUUUUUUUUU8o uma!s have !o impact o! a!imal habitats8 4" a$reeM&isa$ree that huma!s have !o impact o!
a!imal habitats because UUUUUUUUUUUU8o uma!s ca! help mae a!imal habitats healthier8 4" a$reeM&isa$ree that huma!s ca! help mae
a!imal habitats healthier because UUUUUUUUUUUU8
/fter he u!covers each stateme!t r8 > ass the stu&e!ts to tur! a!& tal with their thi!i!$ bu&&ies8r8 > maes a poi!t to liste! to all of his stu&e!ts; co!versatio!s but he taes special care to e!surehis *' stu&e!ts have u!&erstoo& the tas a!& are actively participati!$8
/s the stu&e!ts share out r8 > charts their i&eas because he wa!ts stu&e!ts to be able to use thesei&eas whe! they mae their posters8 e &oes!;t write the e.act wor&s the stu&e!ts say8 "!stea& hewors with stu&e!ts to :oi!tly co!struct stateme!ts mai!$ sure to capture the stu&e!ts; i!te!&e&mea!i!$ i! error-free $rammatically sou!& se!te!ces8 e creates a! a!chor chart for each stateme!tthat i!clu&es &iffere!t pieces of evi&e!ce stu&e!ts $ive to support their i&eas8 (wo sample a!chorcharts for the stateme!ts are show! below8
#tateme!t% #ome habitats have morepla!ts a!& a!imals tha! others8
We agreeHo ,e observe& ma!y &iffere!t types of
pla!ts a!& a!imals i! the par8 ,e saw
trees a!& fer!s a!& s7uirrels a!& lots of
&iffere!t bir&s8o ,e observe& almost !o pla!ts or
a!imals i! the pari!$ lot8 #ome wee&s
$rew up throu$h cracs8 !ly o!e bir&
was sta!&i!$ o! the e&$e of the
pari!$ lot8
#tateme!t% uma!s have !o impact o!habitats8
We disagreeHo People pave& the pari!$ lot so !o trees
are left there8 ,ithout trees ma!y
a!imals have !o home8o People ille& milwee& with wee& iller8
o!archs !ee& milwee& to survive8
ilwee& is importa!t to the mo!arch
habitat8o People buil& whole cities a!& the a!imals
have to fi!& somewhere else to live8
/fter r8 > wors with his stu&e!ts to create each of the three a!chor charts he challe!$es them tocome up with i&eas about what they as i!&ivi&uals or as a class mi$ht &o to &ecrease the effects ofhuma! activities o! the habitats of pla!ts a!& a!imals8 r8 >;s class comes up with ma!y $reat i&eassuch as IPla!t milwee& i! the school $ar&e!J IBse less paper so we have to cut &ow! fewer treesJa!& IPic up trash from the par8J r8 > charts these i&eas as well leavi!$ them up as support forwhe! stu&e!ts create their ow! lists of su$$estio!s for their posters8
r8 > co!clu&es that stu&e!ts are prepare& to move i!to writi!$8 e wa!ts to support his stu&e!ts i!successfully writi!$ a! i!formatio!al report so he bri!$s out a mo&el te.t that he has create&8 r8 >wa!ts to help his stu&e!ts lear! about the features of the type of te.t they will write but he wa!tsstu&e!ts to use their ow! i&eas for the te.t the write i!&epe!&e!tly8 #o the mo&el te.t is writte! i! thestyle of a! i!formatio!al report but it is o! a sub:ect the class stu&ie& earlier i! the year = what pla!tsa!& a!imals !ee& to survive8 (he class e.ami!es the purpose of the te.t 4to provi&e i!formatio! as
well as the parts of the te.t i!clu&i!$ the $e!eral topic stateme!t followe& by several facts a!& &etailsthat support the topic a!& the! a co!clu&i!$ stateme!t8
>efore releasi!$ stu&e!ts to write o! their ow! r8 > lea&s his stu&e!ts throu$h :oi!tly co!structi!$ ate.t o! a closely-relate& topic% ow &oes a habitat help a! a!imal survive (he stu&e!ts are sitti!$ o!the carpet !e.t to their thi!i!$ bu&&y while r8 > writes the te.t o! chart paper8 (he class &eci&es tofocus their i!formatio!al report o! o!e a!imal with which they are all familiarLthe mo!arch butterfly8r8 > helps his stu&e!ts refi!e their thi!i!$ a!& phrasi!$ as !ecessary as they wor to :oi!tlyco!struct a! i!formatio!al report8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 163 of 13+
1043
1044
1045
1046
1047
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 168/174
First 60-Day Public Review DraftNovember 2015
r8 >% ,e first have to tell our rea&er what we;re $oi!$ to be writi!$ about8 ,hat coul& we say4e $ives stu&e!ts about te! seco!&s to thi!8
Npaim% ,e coul& say we;re $oi!$ to tell you all about mo!arch butterflies
r8 >% (hat;s certai!ly accurate " wo!&er if there;s a way that we ca! tell our rea&ers a little bit
more8
Npaim% h (heir habitats8 ,e;re $oi!$ to tell you all about the habitat of the mo!arch butterfly8
QosZ 'uis% Ses they have to havewhat;s it calle& (hat mil pla!t
/&ria!a% Bmmmilwee&
r8 >8 (ha! you for shari!$ your i&eas 'et;s see if we ca! tur! that i!to a se!te!ce thatmaes us sou!& lie scie!tists8 ,hat if we write I(he mo!arch butterfly &epe!&s o!Lthat;sa!other way to say has to haveLmilwee& to surviveJ
Npaim% >ut we &i&!;t use habitats8
r8 >% (ha! you for that observatio!8 'et;s mae sure we use the wor& habitat8 Does a!yo!ehave a!y i&eas o! how to use the wor& habitat here
r8 > co!ti!ues to facilitate the &iscussio! as he a!& the class :oi!tly co!struct the te.t payi!$ carefulatte!tio! to the structure thus appre!tici!$ his stu&e!ts i!to usi!$ the la!$ua$e of scie!ce8
!ce they have :oi!tly co!structe& the te.t r8 > is releases most of the class to i!&epe!&e!tly writethe i!formatio!al report that will $o o! their posters8 e &irects the stu&e!ts to the a!chor charts o! thewalls as well as the ,or& ,all8 is stu&e!ts also !ow that they ca! rely o! o!e a!other as resourceswhe! they are writi!$8 ,hile most of the class is writi!$ i!&epe!&e!tly r8 > pulls a small $roup thatco!sists of his stu&e!ts at the early *mer$i!$ level of *!$lish la!$ua$e proficie!cy a!& two otherstu&e!ts whom he has &etermi!e& !ee& a&&itio!al customie& support with their writi!$8 ,ith thesestu&e!ts he provi&es $reater scaffol&i!$ throu$hout the writi!$ process first by helpi!$ them
brai!storm a!& outli!e their i&eas a!& the! with more o!e-o!-o!e support as they co!struct theiri!formatio!al reports8
!ce stu&e!ts have fi!ishe& their i!formatio!al reports r8 > lea&s the class throu$h a peer reviewwith the ai& of a checlist of the features each report shoul& i!clu&e8 e the! &elivers a mi!i-lesso! o!e.pa!&i!$ their writi!$ by a&&i!$ &etails after which each stu&e!t e.pa!&s at least o!e se!te!ce i!their i!formatio!al reports8
!ce stu&e!ts have fi!ishe& revisi!$ their i!formatio!al reports they fi!ish their posters by writi!$ a listof ways huma!s ca! help restore or protect a!imal habitats8 (hey also fi!& pictures a!& &rawillustratio!s that show the a!imals a!& habitats they wrote about8 (he stu&e!ts will prese!t their postersto their pare!ts at the school;s Family #cie!ce *.hibitio! Ni$ht8 (hey will lea& their families o! a $allerywal of the classroom servi!$ as &oce!ts as they e.plai! the posters a!& help them co!&uct some
scie!ce i!vesti$atio! at the ma!y statio!s arou!& the room8
ollaborative <esearch +ro)ects and ngaging the 8ocal ommunity:
/fter researchi!$ a!& creati!$ posters about the mo!arch butterfly a!& its habitat the class &elves i!tocollaborative research pro:ects i! small $roups 4three to five chil&re! i! each $roup8 r8 > i!vitesseveral speaers to share their !owle&$e with the class i!clu&i!$ a wil&life biolo$ist from the localu!iversity a!& a &oce!t from a local wil&life co!servatio! ce!ter8 /fter heari!$ a!& rea&i!$ about&iffere!t a!imal habitats that are u!&er threat from huma! impact i! their small research $roups the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 16G of 13+
1048
1049
1050
1051
1052
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 169/174
First 60-Day Public Review DraftNovember 2015
chil&re! select a Califor!ia a!imal habitat u!&er threat research it to$ether a!& i!&ivi&ually writeletters to the e&itor of the local !ewspaper i! or&er to i!form the public a!& e!$a$e them i! thi!i!$about e!viro!me!tal protectio!8 "! or&er to lear! about how to write effective letters to the e&itor4ar$ume!ts r8 > supports the stu&e!ts to a!alye publishe& letters writte! by other thir& throu$h fifth$ra&e stu&e!ts such as the followi!$%
1alance 7ildlife and energy needs ,i!& power is both a valuable source ofre!ewable e!er$y a!& a terrible threat to bir&sa!& bats8 ,i!& turbi!es = locate& particularlyi! the /ltamou!t Pass (ahachapi ou!tai!sa!& the o!teuma ills = ill bir&s i! fli$hta!& they tae up valuable habitat8
,i!& turbi!es ill rou$hly 10G000 bir&sa!& thousa!&s of bats each year i! Califor!ia8
/ rece!t stu&y publishe& i! >iolo$icalCo!servatio! says that while 10 perce!t of theB!ite& #tates wi!& e!er$y is pro&uce& i!Califor!ia +6 perce!t of all yearly wil&life illsare cause& by Califor!ia turbi!es8 /lthou$h there are other causes of bir&
&eaths = lie collisio!s with telepho!e wiresa!& buil&i!$s a!& attacs by house cats a!&feral cats = turbi!es are a! importa!t problemespecially for raptors which $li&e with thewi!& a!& are ofte! fou!& i! wi!&y placeswhere the turbi!es are locate&8 Califor!ia Departme!t of Fish a!& ,il&lifebiolo$ist *lliot Chasi! says o!e solutio! is tocite wi!& farms i! altere& la!&s far from!esti!$ habitats8 Bsi!$ shrou&e& turbi!es alsohelps bir&s avoi& the bla&es8 Sou ca! help bytelli!$ your electe& officials that it is importa!tto bala!ce the !ee&s of wil&life with the !ee&sfor re!ewable e!er$y8 1raeden Ingra
Fifth-$ra&er ?orematsu *leme!tary #chool
*esticides can do great har y !ame is *mily Qia!$ a!& " am part of my schoolNature >owl team8 " am curre!tly wori!$ o! a!e!viro!mercial8 (hat is a! e!viro!me!tal report o! a localissue8 y issue is bioma$!ificatio! a!& bioaccumulatio! ofle$acy pestici&es8 Qust to be clear bioma$!ificatio! is co!ce!tratio! o!how a to.i! moves up a foo& chai!8 >ioaccumulatio! isco!ce!tratio! o! how a to.i! $ets from the e!viro!me!t tothe first or$a!ism i! a foo& chai!8 'e$acy pestici&es are a$roup of ba!!e& pestici&es that i!clu&e&ichloro&iphe!yltrichloroetha!e 4DD( the chlor&a!es a!&&iel&ri!8 #o if you put them to$ether it e7uals a! amai!$but &ea&ly li!8 ere;s a! e.ample% "f a sufficie!t amou!t of DD( was
spraye& o! a marsh to co!trol mos7uitos the! pla!to!will eat that a!& the! a clam will eat that pla!to! a!&the! a $ull will eat that clam8
>ut the! the amou!t of DD( i! that $ull will be lethalilli!$ that bir&8 Sou see how bi$ of a problem this is8 >ut ma!y people&o!;t8 (hey thi! that whe! they spray a pestici&e o!tosome $rass or o! a marsh at most it will harm a smalli!sect8 (hat ca! cause a hu$e blowout which will e!& upharmi!$ a much lar$er a!& threate!e& or$a!ism8 (here are ple!ty of ways " am $oi!$ to help8 (he bestway will be to raise aware!ess8 >ut what you ca! &o is totell your frie!&s how bi$ of a problem this is a!& havethem tell their frie!&s8 opefully this will mae people thi!twice about usi!$ &a!$erous pestici&es lie the le$acy
pestici&es8(ha! you very much for tai!$ part i! helpi!$ our
society8 Eily iang Davis
Davis *!terprise #u!&ay Forum arch 2 201+ 4permissio! to be sou$ht to repro&uce
#ome of the letters to the e&itor call for people to sprea& the wor& or call their local represe!tatives8thers provi&e su$$estio!s for tai!$ actio! i! &aily life8 /fter appropriate e&iti!$ a!& revisio! activitiesare complete& i! their small $roups followe& by writi!$ co!fere!ces with r8 > a!& pare!t volu!teers4over the course of the !e.t several mo!ths each of the chil&re!;s letters is publishe& i! the local!ewspaper a!&Mor a! o!li!e ve!ue8 "! a&&itio! the chil&re! are i!spire& by some of the letters theyrea& to pro&uce their ow! short Ie!viro!mercialsJ which the pri!cipal of their school posts to the schoolwebsite8
Teacher &eflection and e"t Steps
Duri!$ all of the co!versatio!s a!& tass r8 > has bee! observi!$ his stu&e!ts carefully so that heca! pla! appropriately for his stu&e!ts; lear!i!$ for the rest of the i!structio!al se$me!t8 e sees thatsome of his stu&e!ts are havi!$ trouble usi!$ sufficie!t &etails i! their writi!$ while others are veeri!$from the topic8 (his prompts him to &esi$! more tass i!to future lesso!s that help his stu&e!ts usemore &etails a!& stic more closely to the topic they are writi!$ about8 e !ows from a!alyi!$stu&e!t writi!$ a!& mo!itori!$ their co!versatio!s that most stu&e!ts u!&ersta!& the bi$ i&eas of the
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 16K of 13+
1053
1054
1055
1056
1057
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 170/174
First 60-Day Public Review DraftNovember 2015
lesso! so he pla!s to &esi$! a!& impleme!t more well-rou!&e& lesso!s i! which stu&e!ts havemultiple opportu!ities to i!teract with o!e a!other as they wor with scie!ce co!cepts i! a real-worl&co!te.t8
Duri!$ &esi$!ate& *'D time r8 > also uses his observatio!s !otes a!& the C/ *'D #ta!&ar&s topla! focuse& la!$ua$e &evelopme!t lesso!s that buil& i!to or e.te!& from his i!te$rate& lesso!s8 e
has !otice& that the *' chil&re! at the *mer$i!$ level of *'D are usi!$ more a!& more every&ay a!&social la!$ua$e but !ee& more support with aca&emic vocabulary8 e pla!s several vocabularylesso!s for &esi$!ate& *'D time so that stu&e!ts have a ra!$e of opportu!ities to use the tar$et$e!eral aca&emic 4(ier 2 a!& &omai!-specific 4(ier ) wor&s as well as lesso!s that loo specificallyat la!$ua$e features use& withi! i!formatio!al reports 4e8$8 subhea&i!$s to or$a!ie i!formatio!prese!t te!se etc88
Sources%Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 Cycle of 'ife8 #acrame!to% ffice of*&ucatio! a!& the *!viro!me!t8
Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 Floweri!$ Pla!ts i! ur Cha!$i!$*!viro!me!t8 #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8
Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 pe! ,i&e 'oo "!si&e #acrame!to% fficeof *&ucatio! a!& the *!viro!me!t
Davis *!terprise #u!&ay Forum arch 2 201+
*.plorit Ce!ter Nature >owl% http%MMwww8e.plorit8or$M!ewsM!ature-bowl-at-e.plorit
Frost ele! a!& ore 'eo!i&8 4year8 o!arch a!& ilwee&8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 130 of 13+
1058
1059
1060
3510
1061
1062
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 171/174
First 60-Day Public Review DraftNovember 2015
#ta!&ar&s the vi$!ette a&&resse&%
C' GSS *erforance E"pectations
+,LS.,+% Co!struct a! ar$ume!t with evi&e!ce that i! a particular habitat some or$a!isms ca! survivewell some survive less well a!& some ca!!ot survive at all8
+,LS.,.% ae a claim about the merit of a solutio! to a problem cause& whe! the e!viro!me!t cha!$esa!& the types of pla!ts a!& a!imals that live there may cha!$e8
Science and Engineering*ractices
(isciplinary Core Ideas Crosscutting Concepts
'naly!ing and Interpreting (ata /!alyi!$ &ata i! )=5 buil&s o! ?=2e.perie!ces a!& pro$resses toi!tro&uci!$ 7ua!titative approaches
to collecti!$ &ata a!& co!&ucti!$multiple trials of 7ualitativeobservatio!s8 ,he! possible a!&feasible &i$ital tools shoul& be use&8 /!alye a!& i!terpret &ata to
mae se!se of phe!ome!a usi!$lo$ical reaso!i!$8 4)-'#+-1
Constructing E"planations and(esigning SolutionsCo!structi!$ e.pla!atio!s a!&&esi$!i!$ solutio!s i! )=5 buil&s o!?=2 e.perie!ces a!& pro$resses tothe use of evi&e!ce i! co!structi!$e.pla!atio!s that specify variablesthat &escribe a!& pre&ictphe!ome!a a!& i! &esi$!i!$multiple solutio!s to &esi$!problems8 Bse evi&e!ce 4e8$8 observatio!s
patter!s to co!struct a!e.pla!atio!8 4)-'#+-2
Engaging in 'rguent froEvidence*!$a$i!$ i! ar$ume!t from evi&e!cei! )=5 buil&s o! ?=2 e.perie!cesa!& pro$resses to criti7ui!$ thescie!tific e.pla!atio!s or solutio!spropose& by peers by citi!$ releva!tevi&e!ce about the !atural a!&&esi$!e& worl&4s8 Co!struct a! ar$ume!t with
evi&e!ce8 4)-'#+-) ae a claim about the merit of a
solutio! to a problem by citi!$
LS-3C% Ecosyste(ynaics# Functioning#and &esilience,he! the e!viro!me!t
cha!$es i! ways that affecta place;s physicalcharacteristicstemperature or availabilityof resources someor$a!isms survive a!&repro&uce others move to!ew locatio!s yet othersmove i!to the tra!sforme&e!viro!me!t a!& some &ie84seco!&ary to )-'#+-+
'#+8C% /&aptatio!For a!y particulare!viro!me!t some i!&s of or$a!isms survive wellsome survive less well a!&some ca!!ot survive at all84)-'#+-)
'#+8D% >io&iversity a!&uma!sPopulatio!s live i! a varietyof habitats a!& cha!$e i!those habitats affects theor$a!isms livi!$ there8 4)-'#+-+
Cause and EffectCause a!& effect relatio!ships arerouti!ely i&e!tifie& a!& use& toe.plai! cha!$e8 4)-'#+-24)-'#+-
)
Scale# *roportion# and uantitybservable phe!ome!a e.ist fromvery short to very lo!$ timeperio&s8 4)-'#+-1
Systes and Syste 4odels / system ca! be &escribe& i! termsof its compo!e!ts a!& theiri!teractio!s8 4)-'#+-+
,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,Connections to Engineering,
echnology,and !pplications of Science
Interdependence of Engineering#Technology and 'pplications ofScience on Society and theatural World ?!owle&$e of releva!t scie!tific
co!cepts a!& research fi!&i!$sis importa!t i! e!$i!eeri!$8 4)-'#+-+
,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
Connections to "ature of Science
Scientific Jno7ledge 'ssuesan <rder and Consistency inatural Systes#cie!ce assumes co!siste!tpatter!s i! !atural systems8 4)-'#+-1
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 131 of 13+
1063
1064
1065
3511
3512
3513
1066
1067
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 172/174
First 60-Day Public Review DraftNovember 2015
releva!t evi&e!ce about how itmeets the criteria a!& co!strai!tsof the problem8 4)-'#+-+
*lanning and Carrying <utInvestigations
ae observatio!s 4firstha!& or fromme&ia to collect &ata which ca! beuse& to mae compariso!s8
California6s Environental *rinciples and Concepts
*rinciple II% (he lo!$-term fu!ctio!i!$ a!& health of terrestrial freshwater coastal a!& mari!eecosystems are i!flue!ce& by their relatio!ships with huma! societies8
Concept a3 Direct a!& i!&irect cha!$es to !atural systems &ue to the $rowth of huma! populatio!sa!& their co!sumptio! rates i!flue!ce the $eo$raphic e.te!t compositio! biolo$ical &iversity a!&viability of !atural systems8
C' CCSS for EL'5Literacy%W3+3$ - ,rite opi!io! pieces o! topics or te.ts
supporti!$ a poi!t of view with reaso!s < W3+3- -,rite i!formativeMe.pla!atory te.ts to e.ami!e atopic a!& co!vey i&eas a!& i!formatio! clearly <W3+3= = Co!&uct short research pro:ects that buil&!owle&$e about a topic < SL3+3$ - *!$a$eeffectively i! a ra!$e of collaborative &iscussio!s4o!e-o!-o!e i! $roups a!& teacher-le& with&iverse part!ers o! $ra&e ) topics a!& te.tsbuil&i!$ o! others; i&eas a!& e.pressi!$ their ow!clearly < &I3+3+ - Describe the relatio!shipbetwee! a series of scie!tific i&eas or co!ceptsi! a te.t usi!$ la!$ua$e that pertai!s to timese7ue!ce a!& causeMeffect8
C' EL( Standards E"pandingD%EL(3*I3+3$ , Co!tribute to class $roup a!& part!er
&iscussio!s i!clu&i!$ sustai!e& &ialo$ue <EL(3*I3+3- - Collaborate with peers o! :oi!t writi!$pro:ects of lo!$er i!formatio!al a!& literary te.ts <EL(3*I3+3. - /&:ust la!$ua$e choices accor&i!$to purpose 4e8$8 persua&i!$ e!tertai!i!$ socialsetti!$ a!& au&ie!ce 4e8$8 peers versus a&ultswith mo&erate support from peers or a&ults<EL(3*I3+38 - Describe i&eas phe!ome!a 4e8$8 howcows &i$est foo& a!& te.t eleme!ts i! $reater&etail base& o! u!&ersta!&i!$ of a variety of $ra&e-level te.ts a!& viewi!$ of multime&ia withmo&erate support< EL(3*I3+3$@ - a8 ,rite lo!$erliterary a!& i!formatio!al te.ts 4e8$8 a! e.pla!atoryte.t o! how flashli$hts wor collaboratively 4e8$8
:oi!t co!structio! of te.ts with a! a&ult or withpeers a!& with i!creasi!$ i!&epe!&e!ce usi!$appropriate te.t or$a!iatio!< EL(3*I3$$ - #upportopi!io!s by provi&i!$ $oo& reaso!s a!&i!creasi!$ly &etaile& te.tual evi&e!ce 4e8$8provi&i!$ e.amples from the te.t or releva!tbac$rou!& !owle&$e about the co!te!t<EL(3*II3+3$ - /pply u!&ersta!&i!$ of how &iffere!tte.t types are or$a!ie& to e.press i&eas tocomprehe!&i!$ te.ts a!& writi!$ te.ts withi!creasi!$ cohesio!8
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 132 of 13+
1068
1069
1070
3514
1071
1072
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 173/174
First 60-Day Public Review DraftNovember 2015
Works Cited
>oaat Press8 20158 >oaat olume (wo% Poetry8 http%MMwww8boaatpress8comMboaat-volume-two-poetryM 4accesse& Quly )0 20158
Cliparts8 20158 http%MMcliparts8coMclipartsMGi6MGR.MGi6GR.?(8:p$ 4accesse& Quly )020158
Color atters8 20118 Color ow the *ye #ees Color8 http%MMwww8colormatters8comMcolor-a!&-visio!Mhow-the-eye-sees-color 4accesse& Quly )0 20158
&;/lessio 8/8 a!& 8 Colema!8 IPa!cae *!$i!eeri!$8J Prese!tatio! $ive! at theCalifor!ia #cie!ce *&ucatio! Co!fere!ce #acrame!to C/ ctober 20158
*!$i!eeri!$ is *leme!tary8 20128 &ater, &ater verywhere: 3esigning &ater 0ilters8
>osto!% useum of #cie!ce8
ershber$er ?imber a!& Carla Tembal-#aul8 20158 I?'*,# to *.pla!atio!->uil&i!$ i!#cie!ce8J Science and hildren 5246% 66-318
?eeley Pa$e8 20128 IFormative /ssessme!t Probes% #eei!$ the 'i$ht8J Science andhildren +K 46% 2G=)18
?eeley Pa$e Fra!cis *berle a!& 'y!! Farri!8 20058 7ncovering Student Ideas inScience, 9olume E: FG 0ormative /ssessment +robes. /rlington, 9/: 2S$/ +ress.
?eeley Pa$e a!& Ra!& arri!$to!8 20108 7ncovering Student Ideas in +hysicalScience: HG 2ew 0orce and 6otion /ssessment +robes8 /rli!$to! /% N#(/8
#( ,orboos8 20158 Natural #cie!ces ra&e G8http%MMwww8mstworboos8co8aM!atural-scie!cesM$rGM$rG-ec-0+8html 4accesse& Quly)0 20158
Net'o$o8 20158 >iolo$yM/!ts8 https%MMccl8!orthwester!8e&uM!etlo$oM 4accesse& Quly )020158
N## 'ea& #tates8 201)8 ?=2 Combi!e& #toryli!e8
http%MMwww8!e.t$e!scie!ce8or$MsitesM!$ssMfilesM?-2O20combi!e&O20storyli!e8p&f 4accesse& Quly )0 20158
Ph*( "!teractive #imulatio!s 4Ph*(8 2015a8 Forces a!& otio!% >asics8https%MMphet8colora&o8e&uMsimsMhtmlMforces-a!&-motio!-basicsMlatestMforces-a!&-motio!-basicsUe!8html 4accesse& Quly )0 20158
DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 13) of 13+
1073
1074
1075
3515
3516
3517
3518
35193520
3521
3522
3523
3524
3525
3526
3527
3528
3529
35303531
3532
3533
3534
3535
3536
3537
3538
3539
3540
35413542
3543
3544
3545
3546
3547
3548
3549
3550
3551
3552
3553
3554
3555
3556
3557
1076
1077
7/23/2019 NGSS CA Framework: Grades 3-5
http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 174/174
First 60-Day Public Review DraftNovember 2015
LLL8 2015b8 #tates of atter% >asics8 https%MMphet8colora&o8e&uMe!Msimulatio!Mstates-of-matter-basics 4accesse& Quly )0 20158
Rey!ol&s C8,8 1KG38 IFlocs er&s a!& #chools% / Distribute& >ehavioral o&el8J
omputer 4raphics 21 4+% 25=)+8
#cie!tific (eacher8 20118 uma! #u!&ial8http%MMscie!tificteacher8comM2011M0GM)0Mhuma!-su!&ialM 4accesse& Quly )0 20158
B8#8 eolo$ical #urvey8 2015a8 *rosio! of a #ea #tac over 100 Sears8https%MMwalrus8wr8us$s8$ovMpubi!foM:ump8html 4accesse& ctober 16 20158
LLL8 2015b8 B## eolo$y i! the Pars8http%MM$eomaps8wr8us$s8$ovMparsMyosMfi$0K8html 4accesse& ctober 16 20158
LLL8 2015c8 (he ,ater Cycle / @uic #ummary8http%MMwater8us$s8$ovMe&uMwatercyclehi8html 4accesse& Quly )0 20158
LLL8 2015&8 ,ater Resources of the B!ite& #tates Distributio! of *arth;s ,ater8
1078
1079
1080
3558
3559
3560
3561
3562
3563
3564
3565
3566
3567
3568
3569
3570
3571
3572
3573
3574
3575
3576