Copy of NKO/Donoghue: NGSS Breakdown.docx

Link to the Next Generation Science Standards: http://www.nextgenscience.org/searchstandards-dci
The Science Collaborative created this document to give an overview of units we taught last year with the National
Science Standards/IL learning standards. This year we will move to the new NGSS standards. Purple writing below
stands for the NGSS new curriculum we need to infuse.
Donoghue used FOSS in years previous. We still have the curriculum and kits with materials housed in the science
lab, however not all units will remain for that grade level anymore due to the shift in the new NGSS standards.
Green writing below stands for units/topics that we taught under the old standards with FOSS. If it is crossed out
that means we will no longer be teaching this.
This is a working document, so please add as you need.
Grade Level
Color Coded Key:
What we need to supplement in 2013-2014
What do you already teach?
What do you need to add?
What do you need to sneak in (because it wasn’t covered last year in the prior
grade)? (If we do not sneak in- we will have holes and notice gaps. Please
supplement into your science curriculum this year 2013-2014.)
Kindergarten
-Weather and climate - Seasons, weather conditions
( cloudy, rainy, sunny), etc. Temperature
-Life cycles
-Recycle Unit
-African American Invention unit
-Human body (5 senses)
(Term 1)
-Lifecycles
(what living
things need)
Class Pets
Collections
from nature
Earth
Systems:
Seasons
Weather and
climate
Energy-what is
the effect of
sunlight on the
Earth
-Design a
structure to
reduce the
effect of
sunlight.
(Term 2)
Recycle unit
5 senses
Inquiry unit
(extreme
weather)
Invention unit
(Engineering
Design)
Analyze data
from test of 2
objects
designed to
solve the same
problem
(Term 3)
Lifecycles(butt
erflies), Plants
Motion and
Stability(Forces
and Interacting)
Nature of
Science
Engineerin
g Design
(Invention
unit) Term
2
What is a
scientist?
What does
a scientist
do?
What are
some tools
of science?
First Grade
Physical
Earth
Life
Motion
and
Stability
(Term 3)
Energy
(Term 1)
Earth
Systems(T
erm 1)
Seasons,
Weather
and
Climate
Inquiry
unit
(extreme
weather)
Recycle
unit (Term
2)
Lifecycles
Plants
Class Pet
(Term 1)
5 Senses
(Term 2)
-Forces and interactions: pushes and pulls
Nature of Science
(All Terms)
Physical (Term 1)
Earth (Term 2)
States of Matter
(Solids and
Liquids)
Balance and
Motion
(Solar System)
Light and Sound
Waves
PS4.A: Wave
Properties (Sound
can make matter
vibrate and
vibrating matter
can make sound)
PS4.B:
Electromagnetic
Radiation (Objects
can be see if light
is available to
illuminate them or
if they give off
their own light)
(Some materials
allow light to pass
through them,
Earth’s Place in
the Universe
ESS1.A: The
Universe and its
Stars (Patterns of
the sun, moon and
stars can be
observed,
described and
predicted)
ESS1.B: Earth and
the Solar System
(Seasonal patterns
of sunrise and
sunset can be
observed,
described and
predicted)
others only allow
some light through
and other block all
the light and create
a dark shadow on
any surface beyond
them, where the
light can not reach.
Mirrors can be
used to redirect a
light beam)
PS4.C: Information
Techonologies and
Instrumentation
(People use a
variety of devices
to communicate
(send/receive
information) over
long distances
Second Grade
-Touch on structure/function (relate to plants)
-Note weather and space patterns (calendar) -maybe
during morning meetings
-Touch on light and sound
Resources: Brainpop, Study Island(3rd science),
Science a to z, Weatherwizkids.com
Nature of
Physical
Earth
Life
Science
(Fall)
(Winter)
(Spring)
Scientific
Solids,
Rocks
Insects
Method
Liquids,
Air/Weath (Life
(NKO)
and Gas
er
Cycle)
1. Nature
(NKO)
of Science (FOSS 1st Space/We Plants/Ha
-What
grade
ather
bitats
scientists
unit)
Patterns
(NKO)
do?
+/-Scientific Essential
suppleme
1. (2LS2)
Method
Questions:
nt
Ecosystem
1. What are
-Five
throughou s:
the
senses
t the year
Interdepe
properties
used by
in
ndent
of liquid?
scientists
morning
Relations
2. What are
meeting.
the
hips in
Incorporat properties
Ecosystem
e weather
of a solid?
s (Foss
Natural
and space
3. What are
Disaster Books)
the
patterns
into
morning
meetings
daily.
Morning
Meetings
throughout
the year:
DONSpace
exploratio
n/weather
patterns
NKOWeather
patterns
properties
of
liquids,solid
s, and gas?
4. How do
the
properties
help
determine
the usage?
5. How do I
observe and
classify the
properties?
6. How do I
support that
some
changes can
occur
within a
property?
Structures
and
Properties
of Matter
(MatterSolid,
Liquid,
Gas)
1. (2-PS11) Plan
and
conduct an
investigati
on to
describe
and
classify
different
kinds of
materials
by their
observable
properties.
2. 2-PS1-2
Analyze
data
obtained
from
testing
different
materials
to
determine
s
(Google)
1. (2ESS1)
Earth’s
place in
the
Universe
(Brainpop
)
-Natural
Disasters
2. (2ESS2)
Earth’s
System(BrainPop
)
Maps of
bodies of
water/land,
Disasters(E
arthquakes/f
looding)
and
Scientific
Solutions to
Disasters.
- Plants
-Incorporate
Light
reflections
*(See Study
Island 3rd
grade
-Matter and
Energy
Lesson
Plan)
2. (2LS4)
Biological
Evolution
- Unity
and
Diversity
(Foss
Books)
Plants/Habit
ats
which
materials
have the
properties
that are
best suited
for an
intended
purpose.
3. 2-PS1-3
Make
observatio
ns to
construct
an
evidencebased
account of
how an
object
made of a
small set
of pieces
can be
disassembl
ed and
made into
a new
object.
4. 2-PS1-4
Construct
an
argument
with
evidence
that some
changes
caused by
heating or
cooling
can be
reversed
and some
cannot.
(Goal by
end of
unit)
-Students
will
construct
an
argument
with
supporting
evidence
from
observatio
ns through
investigati
ons (5E)
that some
objects can
be heated
then
cooled
without
causing
changes.
Some
cannot be
heated
then
cooled
without
changes(FIND an
exploratio
n for this)
- ? Plastic
bag
experiment
.
-Incorporate
concepts of
Sound
*(See Study
Island 3rd
grade
-Matter and
Energy
Lesson
Plan)
Magnets
(Donoghu
e)
Third Grade
-Shorten the life cycle unit-build on 2nd grade life
cycle insect unit from 2012-2013. For NKO lengthen
life cycle unit.
-Add background on earth’s systems (2nd NGSS) (2nd
graders did not cover this last year)
-Add Light and Sound
Term 1:
NKO:
Aug 12-30 (3 weeks) Nature of Science
Sept 2-13 (2 weeks) Light/Sound
Sept 16-27 (2 weeks) Pulleys and Levelers
Oct 7-18 (2 weeks) Magnets
Oct 21-Nov 1 (2 weeks) Electricity??
Nov 4-15 (2 weeks) Properties of Matter
Donoghe:
August 12- 21: Nature of Science
August 21- : Light/Sound
Nature of Science
Science as
Inquiry:
Scientific
Method; What is
a Scientist
Physical
Light and Sound
Earth
Water
Pulleys and
Levelers and
Study Island
(4th grade)
Weather
3-PS2-1. Plan and
conduct an investigation
to provide evidence of
the effects of balanced
and unbalanced forces
on the motion of an
object
3-PS2-2. Make
observations and/or
measurements of an
object’s motion to
provide evidence that
that a pattern can be
used to predict future
motion
Magnets (4th
grade)
3-PS2-3. Ask questions
to determine cause and
effect relationships of
electric or magnetic
interactions between
two objects not in
contact with each other.
3-PS2-4. Define a
simple design problem
that can be solved by
applying scientific ideas
about magnets.
3-ESS2-1. Represent
data in tables and
graphical displays to
describe typical weather
conditions expected
during a particular
season.
3-ESS2-2. Obtain and
combine information to
describe climates in
different regions of the
world.
3-ESS3-1. Make a claim
about the merit of a
design solution that
reduces the impacts of a
weather-related hazard.
2-PS1.
Structures and
Properties of
Matter
(Matter-Solid,
Liquid, Gas)
Fourth Grade
-Structure and Function should be reviewed from 3rd
grade. (Add traits and food webs and animal
classification)
-Energy and Waves- students will need background
from magnetism and electricity
-Science Fair!!!!!
Nature of
Science
Physical
Earth
Life
forces(gra
vity,frictio
n,magnetis
m,
uneven/bal
anced
forces)
phases of
the moon
living
things(clas
sification
of
animals)
light
earth’s
changing
surface
simple
machines
states of
matter
4-PS3-1.
Use
evidence
to
construct
an
explanatio
n relating
the speed
of an
object to
energy of
that
object.
4-PS3-2.
Make
observatio
ns to
provide
evidence
that
energy
can be
transferre
d from
place to
place by
sound,
light,
planets
(distance
from the
sun)
patterns
of Earth’s
features
effects of
weatherin
g and rate
of erosion
energy
and fuel
deriving
from
natural
resources
and how
their uses
affect the
environm
ent
reducing
impacts of
natural
Earth
processes
on
humans
Weather
3-ESS2-1.
Represent
data in tables
and graphical
life cycle
food
chains
environme
nts
Structures
and
processes
of plants
and
animals:
animalssystems of
informati
on
transfer
plantstructures
to support
growth,
behavior,
and
reproducti
on
3-LS1-1.
Develop
models to
describe that
organisms
have unique
and diverse
life cycles
but all have
in common
birth,
growth,
reproduction
, and death
Fifth Grade
-If time, emphasize energy and waves
-Emphasize earth over space
Nature of Science
Physical
Variables
Mixtures and
Solutions
Big Idea: 5-PS1
Matter and Its
Interactions
Practices and
Core Ideas
5-PS1-1.
Develop a model to
describe that
matter is made of
particles too small
to be seen
5-PS1-2.
Measure and
graph quantities
to provide
evidence that
regardless of the
type of change
that occurs when
heating, cooling, or
mixing substances,
the total weight
of matter is
conserved.
5-PS1-3.
Make observations
and measurements
to identify
materials based on
their properties.
5-PS1-4.
Conduct an
investigation to
determine
whether the
mixing of two or
more substances
Earth
Solar Energy
Big Idea: 5ESS1 Earth’s
Place in the
Universe
5-ES1-1.
Support an
argument that
differences in the
apparent
brightness of the
sun compared to
other stars is due
to their relative
distances from
the Earth.
5-ES1-2.
Represent data in
graphical displays
to reveal patterns
of daily changes in
length and
direction of
shadows, day and
night, and the
seasonal
appearance of
some stars in the
night sky.
Big Idea: 5ESS2 Earth’s
Systems
Practices and
Core Ideas
5-ESS2-1.
Develop a model
using an example
to describe ways
the geosphere,
results in new
substances
Big Idea: 5-PS2.
Motion and
Stability: Force
and Interactions
Practices and
Core Ideas
5-PS2-1.
Support an
argument that the
gravitational force
exerted by Earth
on objects is
directed down
biosphere,
hydrosphere,
and/or
atmosphere
interact
5-ESS2-2.
Describe and
graph the amounts
and percentages
of water and
fresh water in
various reservoirs
to provide
evidence about
the distribution of
water on Earth.
Big Idea: 55-PS3
Energy
Practices and
Core Ideas
5-PS3-1.
Use models to
describe that that
energy in animals’
food (used for
body repair,
growth, motion,
and to maintain
body warmth) was
once energy from
the sun
h systems
ESS3
Earth and
Human
Activity
Practices and
Core Ideas
5-ESS3-1.
Obtain and
combine
information about
ways individual
communities use
science ideas to
protect the
Earth’s resources
and environment.

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