Created
Mar 27, 2024 9:17 PM
Topics
3-LS1-1 - Plant and Animal Life Cycles
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
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What should students learn? (Disciplinary Core Ideas)
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
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How should students learn it? (Science and Engineering Practices)
Develop models to describe phenomena.
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How should students think? (Crosscutting Concepts)
In patterns. Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
Clarification Statement:
Examples of models could include drawings, diagrams, and physical models that show that all organisms have in common birth, growth, reproduction, and death.
3-LS2-1 - Animal Groups
Construct an argument that some animals form groups that help members survive.
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What should students learn? (Disciplinary Core Ideas)
Being part of a group helps animals obtain food, defend themselves, and cope with changes.
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How should students learn it? (Science and Engineering Practices)
Construct an argument with evidence, data, and/or a model.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of evidence could include specific examples of animals that survive only in groups and descriptions of situations in which animals have been observed helping each other.
3-LS3-1 - Inheritance and Variation of Traits
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
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What should students learn? (Disciplinary Core Ideas)
Many characteristics of organisms are inherited from their parents. Different organisms vary in how they look and function because they have different inherited information.
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How should students learn it? (Science and Engineering Practices)
Analyze and interpret data to make sense of phenomena using logical reasoning.
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How should students think? (Crosscutting Concepts)
In patterns. Patterns of traits can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
Clarification Statement:
Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.
3-LS3-2 - Environmental Influence on Traits
Use evidence to support the explanation that traits can be influenced by the environment.
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What should students learn? (Disciplinary Core Ideas)
The environment also affects the traits that an organism develops.
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How should students learn it? (Science and Engineering Practices)
Use evidence (e.g., observations, patterns) to support an explanation.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.
3-LS4-1 - Fossil Evidence of Past Environments
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
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What should students learn? (Disciplinary Core Ideas)
Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
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How should students learn it? (Science and Engineering Practices)
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.
3-LS4-2 - Variation, Survival, and Reproduction
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
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What should students learn? (Disciplinary Core Ideas)
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
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How should students learn it? (Science and Engineering Practices)
Construct an argument with evidence, data, and/or a model.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
3-LS4-3 - Habitats and Organism Survival
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
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What should students learn? (Disciplinary Core Ideas)
Organisms are adapted to their habitats. These adaptations can be physical or behavioral and increase the chances of survival and reproduction.
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How should students learn it? (Science and Engineering Practices)
Construct an argument with evidence, data, and/or a model.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
3-LS4-4 - Environmental Change Solution
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
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What should students learn? (Disciplinary Core Ideas)
Changes to an environment can be natural or influenced by humans and can affect the types of living things that can survive there.
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How should students learn it? (Science and Engineering Practices)
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.
3-ESS2-1 - Seasonal Weather Conditions
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
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What should students learn? (Disciplinary Core Ideas)
Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
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How should students learn it? (Science and Engineering Practices)
Analyze and interpret data to make sense of phenomena using logical reasoning.
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How should students think? (Crosscutting Concepts)
In patterns. Patterns of change can be used to make predictions.
Clarification Statement:
Examples of data could include average temperature, precipitation, and wind direction.
3-ESS2-2 - World Climates
Make a claim about the merit of a solution to a problem caused when the climate changes and the types of plants and animals that live there may change.
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What should students learn? (Disciplinary Core Ideas)
Climates around the world can be different from each other. These differences can affect the types of living things that can survive there.
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How should students learn it? (Science and Engineering Practices)
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of climate changes could include changes in average temperature, precipitation, and wind direction.
3-ESS3-1 - Weather-Related Hazard Solution
Construct an argument with evidence that in a particular location some weather-related hazards are more likely to occur and some are less likely.
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What should students learn? (Disciplinary Core Ideas)
Certain locations are more prone to specific weather-related hazards. Understanding these patterns can help in the development of solutions to mitigate their impacts.
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How should students learn it? (Science and Engineering Practices)
Construct an argument with evidence, data, and/or a model.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of evidence could include historical weather data showing the frequency of certain weather-related hazards in different locations.
3-PS2-1 - Balanced and Unbalanced Forces
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
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What should students learn? (Disciplinary Core Ideas)
Objects in motion are the result of certain forces. Understanding the effects of balanced and unbalanced forces can help predict changes in an object's motion.
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How should students learn it? (Science and Engineering Practices)
Plan and conduct an investigation to produce data to serve as the basis for evidence.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples could include an unbalanced force on one side of a ball can make it start moving, and balanced forces pushing on a box from both sides will not change its motion.
3-PS2-2 - Predicting Future Motion
Make predictions about the future motion of an object based on the knowledge of its current state and the forces acting on it.
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What should students learn? (Disciplinary Core Ideas)
The motion of an object can be predicted based on its current state and the forces acting on it.
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How should students learn it? (Science and Engineering Practices)
Make a prediction about a natural phenomena based on observational evidence or a model.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to predict future events.
Clarification Statement:
Examples could include predicting the direction of a rolling ball, or predicting the motion of a swing at different starting points.
3-PS2-3 - Electric and Magnetic Forces
Investigate and describe that electric and magnetic forces can act on objects without touching them.
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What should students learn? (Disciplinary Core Ideas)
Electric and magnetic forces can act at a distance, influencing objects without any physical contact.
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How should students learn it? (Science and Engineering Practices)
Conduct an investigation and gather evidence to describe a phenomenon.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships can explain how forces can influence objects from a distance.
Clarification Statement:
Examples could include the attraction or repulsion of magnets, or the attraction of static electricity.
3-PS2-4 - Magnetic Design Solution
Define a simple design problem that can be solved by applying scientific ideas about magnets.
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What should students learn? (Disciplinary Core Ideas)
Practical problems can often be solved through application of scientific ideas about magnets.
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How should students learn it? (Science and Engineering Practices)
Define a simple design problem that can be solved through the development of an object, tool, process, or system.
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How should students think? (Crosscutting Concepts)
In systems and system models. Defining a problem in terms of its requirements and constraints can guide the development of a solution.
Clarification Statement:
Examples could include constructing a latch to keep a door shut, or creating a device to keep two moving objects from touching each other.
