NGSS Grade1 InteractiveScience 2012 Final - Pearson …assets.pearsonschool.com/asset_mgr/.../201315/InteractiveScience_G… · Interactive Science Grade 1, ©2012 To the ... TE =

A Correlation of

Pearson Interactive Science

Grade 1, ©2012

To the

Next Generation Science Standards

DRAFT, MAY 2012

Grade 1

A Correlation of Pearson Interactive Science ©2012

to the Next Generation Science Standards – DRAFT, May 2012 Grade 1

Key: SE = Student Edition, TE = Teacher’s Edition, TPG = Teacher’s Program Guide 2 STEM = Stem Activity Book TE Chapter 1 pages: 1-37; Chapter 2: 38-69; Chapter 3: 72-111; Chapter 4: 112-153; Chapter 5: 158-203 Chapter 6: 204-231; Chapter 7: 236-267; Chapter 8: 268-295; Chapter 9: 296-323

Dear Educator, As we embark upon a new and exciting science journey, Pearson is committed to offering its complete support as classrooms implement the new Next Generation Science Standards (NGSS). Ready-to-use solutions for today and a forward-thinking plan for tomorrow connect teacher education and development, curriculum content and instruction, assessment, and information and school design and improvement. We’ll be here every step of the way to provide the easiest possible transition to the NGSS with a coherent, phased approach to implementation. Pearson has long-standing relationships with contributors and authors who have been involved with the development and review of the Next Generation Science Frameworks and subsequent Next Generation Science Standards. As such, the spirit and pedagogical approach of the NGSS initiative is embedded in all of our programs, such as Interactive Science.

The planning and development of Pearson’s Interactive Science was informed by the same foundational research as the NGSS Framework. Specifically, our development teams used Project 2061, the National Science Education Standards (1996) developed by the National Research Council, as well as the Science Anchors Project 2009 developed by the National Science Teachers Association to inform the development of this program. As a result, students make connections throughout the program to concepts that cross disciplines, practice science and engineering skills, and build on their foundational knowledge of key science ideas. Interactive Science is an elementary science program that makes learning personal, engaging, and relevant for today’s student. Interactive Science features an innovative Write-in Student Edition that enables students to become active participants in their learning and truly connect the Big Ideas of science to their world. Interactive Science features a wealth of diagnostic, formative, and standardized assessment tools for teachers; Got It? Self-assessment checks, Chapter Study Guides, Chapter Review and Benchmark Practice, Examview Assessment Suite, and SuccessTracker. These ongoing assessment resources help teachers diagnose, remediate, and assess students’ progress. The following document demonstrates how Interactive Science, ©2012, Grades K-5, supports the first draft of the Next Generation Science Standards (NGSS). Correlation references are to the Student Edition, Teacher Edition, and STEM Activity Book.




Table of Contents 1.SF Structure and Function ................................................................................. 4 1.LS Light and Sound.......................................................................................... 13 1.PC Patterns and Cycles.................................................................................... 20




GRADE 1 1.SF.a. Structure and Function Students who demonstrate understanding can: a. Observe and analyze the external structures of animals to explain how these structures help the animals meet their

needs. [Clarification Statement: External structures on animals allow them to gather, catch, eat, and chew food.] INTERACTIVE SCIENCE: Students observe a cricket within its habitat for several days on SE/TE: 74, Try It!. During this time, students record observations about the cricket’s movements, habits, and how they use their body structures to accomplish specific tasks in meeting their needs.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Use observations to note patterns and

relationships in order to answer scientific questions and solve problems.

SE/TE: 74, Try It!; 88, Draw a Conclusion; 90, At Home Lab; 92, Explore It! #5; 94, Draw Conclusions; 95, Write

LS1.A: Structure and Function • All organisms have external parts. Different

animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air.

SE/TE: 74, Try It!; 86, My Planet Diary; 88, Forest Environment; 89, Prairie Environment, Write; 91, Circle, Write; 94, Draw Conclusions; 95, Draw LS2.A: Interdependent Relationships in Ecosystems • They [animals] use their senses to find food

and water, and they use their body parts to gather, catch, eat, and chew the food.

SE/TE: 74, Try It!; 86, My Planet Diary; 88, Forest Environment; 89, Prairie Environment, Write, Circle; 94, Marsh Environment, Draw Conclusions; 95, Swamp Environment

Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). SE/TE: 86, My Planet Diary; 88, Forest Environment; 89, Write; 91, Circle, Write; 94, Draw Conclusions; 95, Write




1.SF.b. Structure and Function Students who demonstrate understanding can: b. Make observations to explain that animals, including people, have body parts that they use to obtain and convey

information, which the animal responds to with behaviors that help them grow and survive. [Clarification Statement: Animals use body parts such as eyes, ears, nose, and skin to obtain information. Animals have developed behaviors such as the ability to find food or escape from a predator to respond to that information.] INTERACTIVE SCIENCE: This concept is taught in Grade 4: Chapter 3, Lesson 6.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing explanations and designing solutions. • Use information from observations to

construct explanations about investigations.

PS4.C: Information Technologies and Instrumentation • People use their senses to learn about the

world around them. Their eyes detect light, their ears detect sound, and they can feel vibrations by touch.



LS1.D: Information Processing • Animals have body parts that capture and

convey different kinds of information needed for growth and survival—for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g., find food, run from a predator). Plants also respond to some external inputs (e.g., turn leaves toward the sun).

LS2.A: Interdependent Relationships in Ecosystems • They [animals] use their senses to find food

and water, and they use their body parts to gather, catch, eat, and chew the food.

Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s).




1.SF.c. Structure and Function Students who demonstrate understanding can: c. Make observations and describe that plants have different parts that help them survive, grow,

produce more plants, and respond to external inputs. [Clarification Statement: Plants use different parts such as roots, stems, leaves, flowers, and fruits to help them survive, grow and produce more plants. Plants are also able to respond to external inputs such as leaves turning toward the sun to acquire more sunlight.] INTERACTIVE SCIENCE: On TE: 124, Differentiated Instruction, each student is assigned a plant part, which they draw, cut out, and explain as the class creates a class plant. In the Lightning Lab on SE/TE: 125, students observe a growing plant and identify the parts that are growing. On SE/TE: 102-103 students investigate whether or not plants need light. They observe one plant placed in direct sunlight and another plant that is placed in the dark, comparing the two during a weeklong activity. During a chapter review SE/TE: 152-153, #1 and #3, students demonstrate their knowledge of plant parts. In the Teacher Program Guide on page 52, Performance-Based Assessment, students draw a picture of a plant, label the parts, and tell how the parts help the plant.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations to note patterns and relationships in order to answer scientific questions and solve problems. SE/TE: 80, Explore It!;102-103, Investigate It! #’s 3-5; 114, Inquiry Try It!; 118, At-Home Lab; 122, My Planet Diary, Envision It!;123, Compare and Contrast; 125, Lightning Lab;126 Explore It! TE Only: 114 Lab Support;119 Science Notebook; 126 Lab Support; 127 ELL Support: Comprehensible Input STEM: 9, Activity 1 #12

LS1.A: Structure and Function Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow, and produce more plants. SE/TE: 102-103, Investigate It! #3-5; 118, At-Home Lab; 122, Envision It!, My Planet Diary; 123, Compare and Contrast; 124, Roots, Stems, and Leaves; 125, Lightning Lab; 126, Explore It! #2 & 3 TE Only: 122, Engage: Activate Prior Knowledge; 123, Unlock the Big Question; 124, Explain, Elaborate: Science Notebook, Interactive Whiteboard Ready!, and Differentiated Instruction: Extra Support: Make a Class Plant; 126, Lab Support; 127, Unlock the Big Question: Build Background STEM: 5, Activity 1, # 5; 9, Activity 1, #12 LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival—for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g., find food, run from a predator). Plants also respond to some external inputs (e.g., turn leaves toward the sun). SE/TE: 88, Forest Environment; 89,Write; 90, At-Home Lab; 91,

Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). SE/TE: 114, Try It!; 115, Let’s Read Science; 117, Compare and Contrast; 123, Compare and Contrast; STEM: 5, Activity 1, # 5; 9, Activity 1, #12




Circle and Write; 102, Investigate It!; 117, Compare and Contrast; 145, Inquiry Investigate It! # 6 & 7 TE only: 89, Recall, Determine the Factors, and Compare and Contrast; 120, Differentiated Instruction: Extra Support; 128, Explain: Teach with Visuals; 144, Lab Support




1.SF.d. Structure and Function Students who demonstrate understanding can: d. Ask questions to define a problem and design an object that replicates the function (use) of a structure (part)

present in an animal or a plant to address the problem. [Clarification Statement: Examples of a device could be a device to pick up small objects based on an animal structure such as a bird beak.] INTERACTIVE SCIENCE: Chapter 2 of each Interactive Science program level is devoted to Science, Engineering, and Technology; the Design Process. Stem Activity Books at each grade level present real life examples of science for students to design and develop concepts. This concept is presented in the Grade 3 Stem Activity Book.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Asking Questions and Defining Problems Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. • Ask questions about observations of the

and designed world. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing explanations and designing solutions. • Use tools and materials provided to design

a solution to a specific problem.



ETS1.A: Defining and Delimiting an Engineering Problem • Before beginning to design a solution, it is

important to clearly understand the problem.

Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering and Technology on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. Therefore, taking natural materials to make things impacts the environment.




1.SF.e. Structure and Function Students who demonstrate understanding can: e. Gather and use data to explain that young animals and plants grow and change, and not all individuals of the same

kind of organism look exactly the same. [Clarification Statement: An example could be how puppies in the same litter look different.] [Assessment Boundary: Complete life cycles are not included.] INTERACTIVE SCIENCE: Students observe, classify, and communicate how babies and parents are alike and different from one another during an Explore It! activity on SE/TE: 136. On SE/TE: 137, Plants and their Parents, students match young plants to parents. In At-Home Lab, SE/TE: 139, students identify an animal and its parent and create a representation of how they are alike and different. On SE/TE: 139 Compare and Contrast, students write how chicks are different from parents. Lessons Checks, TE: 139a-139b allow students to demonstrate their vocabulary and apply knowledge. On SE: 153, Chapter 4 Review, # 6, students demonstrate their knowledge of young and its parents.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing explanations and designing solutions. • Use information from observations to

construct explanations about investigations.

SE/TE: 136, Explore It! #3; 139, Compare and Contrast, At-Home Lab; 141, Compare and Contrast; 143, Lightning Lab TE Only: 138, Science to Language Arts, Differentiated Instruction; 139, 21st Century Learning STEM: 5, Activity 1 #5; 9, Activity 1 #12

LS1.B: Growth and Development of Organisms • Plants and animals have predictable

characteristics at different stages of development. Plants and animals grow and change.

SE/TE: 136, Explore It!; 137, Plants and Their Parents, Unlock the Big Question; 138, How Animals and Their Parents Are Alike; 139, Compare and Contrast, At-Home Lab; 141, Compare and Contrast; 142, Kinds of Animals; 143, Different Animals of One Kind, Lightning Lab TE Only: 138, Science to Language Arts, Differentiated Instruction; 139, 21st Century Learning LS3.A: Inheritance of Traits • Organisms have characteristics that can be

similar or different. Young animals are very much, but not exactly, like their parents and also resemble one other animals of the same kind. Plants also are very much, but not exactly, like their parents and resemble other plants of the same kind.

SE/TE: 136, Explore It!; 137, Plants and Their Parents, Unlock the Big Question; 138, How Animals and Their Parents Are Alike; 139, Compare and Contrast, At-Home Lab;141, Compare and Contrast; 142, Kinds of Animals; 143, Different Animals of One Kind, Lightning Lab

Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. SE/TE: 136, Explore It!; 137, Plants and Their Parents, Unlock the Big Question; 138, How Animals and Their Parents Are Alike; 139, Compare and Contrast, At-Home Lab; 141, Compare and Contrast; 142, Kinds of Animals; 143, Different Animals of One Kind, Lightning Lab TE Only: 138, Science to Language Arts, Differentiated Instruction; 139, 21st Century Learning




TE Only: 138, Science to Language Arts, Differentiated Instruction; 139, 21st Century Learning

LS3.B: Variation of Traits • Individuals of the same kind of plant or

animal are recognizable as similar but can also vary in many ways.

SE/TE: 136, Explore It!; 137, Plants and Their Parents, Unlock the Big Question; 138, How Animals and Their Parents Are Alike; 139, Compare and Contrast, At-Home Lab;141, Compare and Contrast; 142, Kinds of Animals; 143, Different Animals of One Kind, Lightning Lab TE Only: 138, Science to Language Arts, Differentiated Instruction; 139, 21st Century Learning




1.SF.f. Structure and Function Students who demonstrate understanding can: f. Obtain and share information to explain that patterns of behaviors between parents and offspring promote

survival. [Clarification Statement: An example could be how adults feed their young.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 4, Lesson 2.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Read and comprehend grade-appropriate

texts and use other reliable media to acquire scientific information.

• Record observations, thoughts, and ideas.

LS1.B: Growth and Development of Organisms • Adult plants and animals can have young. In

many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.




1.SF.g. Structure and Function Students who demonstrate understanding can: g. Use observations and information as evidence that animals form groups of varying size and to describe how being

part of a group can help individuals survive. [Clarification Statement: Animals form groups of varying size such as pairs, family groups, and large herds to obtain food, defend themselves, and cope with change.] INTERACTIVE SCIENCE: Chapter 4 presents content on differences between living things. On SE/TE: 142, students observe that a group of giraffes travel as a herd. TE: 143, Differentiated Instruction, students investigate what other animals travel in herds. They select one herd animal and create a collage of where it lives and what it eats. Students share their findings with the class.



TE Only: 143, Differentiated Instruction

LS2.D: Social Interactions and Group Behavior • Being part of a group helps animals obtain

food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

Related Content, SE/TE: 142, Kinds of Animals

Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.




1.LS.a Light and Sound Students who demonstrate understanding can: a. Investigate to describe that objects can be seen only when light is available to illuminate them.

INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 9, Lesson 3. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.

The performance expectation above was developed using the following elements from the NRC document A Framework for K -12 Science Education: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and carry out investigations

collaboratively.

SE/TE: 283, Lightning Lab STEM: 24, Activity 3; 28, Activity 3 #9 • Evaluate different ways of observing an

attribute of interest.

SE/TE: 280, My Planet Diary; 283, Lightning Lab TE Only: 268D, Integrate Your Day, Writing STEM: 24, Activity 3; 28, Activity 3 #9

PS4.B: Electromagnetic Radiation • Objects can be seen only when light is

available to illuminate them. Very hot objects give off light (e.g., a fire, the sun).

SE/TE: 281, Unlock the Big Question; 282, Tell; 295, #5-#6 TE Only: 281, ELL Support, Explain; 282, Analyze

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. SE/TE: 283, Lightning Lab STEM: 24, Activity 3; 28, Activity 3 #9




1.LS.b Light and Sound Students who demonstrate understanding can: b. Obtain and communicate information that very hot objects give off their own light. [Assessment boundary:

Examples of very hot objects that give off their own light are fire and the sun.] INTERACTIVE SCIENCE: This concept is taught in Grade 2: Chapter 9, Lesson 1. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.

The performance expectation above was developed using the following elements from the NRC document A Framework for K -12 Science Education:

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Read and comprehend grade-appropriate


STEM: 22, Activity 3 • Record observations, thoughts, and ideas. SE/TE: 277, Cause and Effect; 279, List STEM: 22, Activity 3

PS4.B: Electromagnetic Radiation • Objects can be seen only when light is

available to illuminate them. Very hot objects give off light (e.g., a fire, the sun).

SE/TE: 277, Unlock the Big Question, Cause and Effect

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. SE/TE: 277, Cause and Effect STEM: 22, Activity 3




1.LS.c Light and Sound Students who demonstrate understanding can: c. Investigate that some materials allow light to pass through, others only allow some light to pass through,

and some materials block all of the light, creating a dark shadow. INTERACTIVE SCIENCE: Chapter 8, Lesson 3, What is light? explains the characteristics of light. On TE: 268C, Integrate Your Day, Art, students create a suncatcher to observe sunlight’s effect on tissue paper. On SE/TE: 282 students learn what light shines through and how shadows are created. They illustrate shadows and observe how light can pass through glass. In the TE: 283b Lesson Check, students demonstrate vocabulary knowledge and apply concepts. Chapter 8 Review, SE/TE: 295, #5-6, students apply their knowledge of light characteristics. In the Stem Activity Book, Activity 3, pp. 22-31, students design a curtain shade, choosing their degree of blocking.


Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and carry out investigations

collaboratively.

Related SE/TE: 283, Lightning Lab STEM: 24, Activity 3; 28, Activity 3 #9 • Evaluate different ways of observing an

attribute of interest. SE/TE: 283, Lightning Lab STEM: 24, Activity 3; 28, Activity 3 #9

PS4.B: Electromagnetic Radiation • Some materials allow light to pass through

them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach.

SE/TE: 282, Light Shines Through, Draw STEM: 24, Activity 3; 28, Activity 3 #9

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. SE/TE: 283, Lightning Lab STEM: 24, Activity 3; 28, Activity 3 #9, 10




1.LS.d Light and Sound Students who demonstrate understanding can: d. Investigate to describe how mirrors and prisms redirect light. [Assessment Boundary: Only descriptions from the

observations of the phenomenon of light being redirected from a mirror and a prism to be included.] INTERACTIVE SCIENCE: Chapter 8, Lesson 3, What is light? answers the question and explores the characteristics of light. On TE/SE: 283, students investigate how light reacts to a mirror. In Cause and Effect, students tell how a mirror changes images. The concept of prisms is taught in Grade 4, Chapter 8, Lesson 3.



collaboratively.

SE/TE: 283, Cause and Effect, Lightning Lab STEM: 42, What’s Over the Wall?; 44, Activity 5 #3, 4; 45, Activity 5 #5; 46, Activity 5 #6; 48, Activity 5 #10; 51, Activity 5 #16 • Evaluate different ways of observing an


SE/TE: 283, Cause and Effect, Lightning Lab STEM: 42, What’s Over the Wall?; 44, Activity 5, #3, 4; 45, Activity 5, #5; 46, Activity 5, #6; 48, Activity 5, #10; 51, Activity 5, #16

PS4.B: Electromagnetic Radiation • Mirrors and prisms can be used to redirect a

light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (d)

SE/TE: 283, Cause and Effect, Lightning Lab; 295, #6 STEM: 42, What’s Over the Wall?; 44, Activity 5 #3, 4; 45, Activity 5 #5; 46, Activity 5 #6; 48, Activity 5 #10; 51, Activity 5 #16

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. SE/TE: 283, Cause and Effect, Lightning Lab STEM: 42, What’s Over the Wall?; 44, Activity 5 #3, 4; 45, Activity 5 #5; 46, Activity 5 #6; 48, Activity 5 #10; 50, Activity 5, #13; 51, Activity 5 #16




1.LS.e Light and Sound Students who demonstrate understanding can: e. Carry out investigations to provide evidence that vibrating matter sound and that sound can cause matter to

vibrate. [Clarification Statement: Examples of vibrating matter that creates sound could be tuning forks or plucking a stretched string. An example of how sound can cause matter to vibrate could be holding a piece of paper near a speaker.] INTERACTIVE SCIENCE: This concept is taught in Grade 2: Chapter 9, Lesson 2. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.



collaboratively.

SE/TE: 284, Explore It!; 285, Cause and Effect; 287, At Home Lab; 288-289, Investigate It! TE Only: 284, Lab Support; 285, ELL Support; 286, Differentiated Instruction

• Evaluate different ways of observing an


SE/TE: 284, Explore It! #4-5; 285, Cause and Effect; 287, At Home Lab; 288-289, Investigate It!; 295, #7 TE Only: 284, Lab Support;285, ELL Support; 286, Differentiated Instruction

PS4.A: Wave Properties • Sound can make matter vibrate, and

vibrating matter can make sound. SE/TE: 284, Explore It!; 285, Cause and Effect; 287, At Home Lab; 288-289, Investigate It! TE Only: 284, Lab Support; 285, ELL Support; 286, Differentiated Instruction

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. SE/TE: 284, Explore It!; 285, Cause and Effect; 287, At Home Lab; 288-289, Investigate It! TE Only: 284, Lab Support;285, ELL Support




1.LS.f Light and Sound Students who demonstrate understanding can: f. Design a device that uses light or sound to send a signal over a distance. [Clarification Statement: Examples of

devices could include a light source to send signals, paper cup and string “telephones,” or drum beats.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 2, Lesson 3.

The performance expectation above was developed using the following elements from the NRC document A Framework for K -12 Science Education: Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing explanations and designing solutions. • Use tools and materials provided to design

a solution to a specific problem.

PS4.C: Information Technologies and Instrumentation • People also use a variety of devices to

communicate (send and receive information) over long distances.

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. Therefore, taking natural materials to make things impacts the environment.




1.LS.g Light and Sound Students who demonstrate understanding can: g. Provide evidence that communicating over distances is important in our daily lives. [Assessment boundary:

Technological details for how communication devices work not to be included.] INTERACTIVE SCIENCE: Chapter 2, Lesson 1 explores technology as students discover how technological advances have had a positive impact on society. In Integrate Your Day, Writing, TE: 38C, students identify technology and write and illustrate how it helps people. SE/TE: 44, Solve Problems, students underline the reason why communication over distances is needed. In the Help People section on SE/TE: 45, students tell how technology solves a problem. The Teacher Edition Evaluation side note prompts students to discuss how the telephone and other inventions help people. In Lesson Check, TE: 45b, and Chapter 2 Test, TE: 63a, students demonstrate their content knowledge.


Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Read and comprehend grade-appropriate


TE Only: 38C, Integrate Your Day, Social Studies • Record observations, thoughts, and ideas. SE/TE: 45, Draw, Tell TE Only: 45, Elaborate, Science Notebook

ETS2.B: Interactions of Engineering, Technology, Science on Society and the Natural Environment • People depend on various technologies in

their lives; human life would be very different without technology.

SE/TE: 43, Technology; 44, Go Green; 45, Draw, Tell TE Only: 43, ELL Support, Comprehensible Support; 45, Recall, Evaluate




1.PC.a Patterns and Cycles Students who demonstrate understanding can: a. Investigate and compare how some natural events occur quickly and other natural events occur

slowly. [Clarification Statement: Quickly occurring natural events could include rain storms or gusts of wind. Slower events could be the change of seasons.] INTERACTIVE SCIENCE: Chapter 5, Lesson 3, What changes the land? explores fast and slow changes to land formations. In the Explore It! activity, SE/TE: 174, students mimic the earth’s surface as it moves during an earthquake using two blocks of sandpaper. In TE: 175, ELL Support, students list ways that land change, identifying each as fast or show. In the Compare and Contrast task, SE/TE: 176, students write how natural events are similar. Differentiated Instruction, TE: 176, engages students in researching erosion and sharing solutions with the class. SE/TE: 177 task requires students to tell fast and slow land changes. In the Lesson Check, TE: 177b and Chapter 5 Review, SE/TE: 202, #3, students demonstrate vocabulary and content knowledge. In the Performance-Based Assessment, SE: 234/TRG: 58, students set up a controlled experiment of erosion using sand, soil, and clay. They measure sand erosion, control the variables, and describe their results.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Make observations and/or measurements to

collect data which can be used to make comparisons.

SE/TE: 174, Explore It; 176, Compare and Contrast; 177, Lightning Lab 234, Performance-Based Assessment: Make a Concept Map and Erosion TE Only: 175, ELL Support; 176, Differentiated Instruction; 177, Response to Intervention • Identify questions and make predictions

based on prior experiences. SE/TE: 174, Explore It #3; 177, Lightning Lab; 234, Performance-Based Assessment: Make a Concept Map and Erosion TE Only: 176, Differentiated Instruction

ESS1.C: The History of Planet Earth • Some events, like an earthquake, happen

very quickly; others, such as the formation of the Grand Canyon, occur very slowly, over a time period much longer than one can observe.

SE/TE: 174, Envision It, Explore It; 175, Unlock the Big Question, Changes on Earth; 176, Compare and Contrast; 177, Lightning Lab; 202, Review the Big Question #3; 234, Performance-Based Assessment: Make a Concept Map and Erosion TE Only: 175, ELL Support; 176, Differentiated Instruction; 177, Response to Intervention

Stability and Change Some things stay the same while other things change. Things may change slowly or rapidly. SE/TE: 174, Explore It; 175, Unlock the Big Question; 177, Lightning Lab; 202, Review the Big Question #3; 234, Performance-Based Assessment: Make a Concept Map and Erosion TE Only: 175, ELL Support; 176, Differentiated Instruction; 177, Response to Intervention




1.PC.b Patterns and Cycles Students who demonstrate understanding can: b. Record and share observations about how some events have cycles; whereas, other events have a clear beginning

and end. [Clarification Statement: Observations can be made about cycles such as day and night while using storms as examples of events that begin and end.] INTERACTIVE SCIENCE: In Chapter 5, Lesson 6, students learn about cyclical events in the sky. On SE/TE: 189, students record day sky events; SE/TE: 190-191, students share their observations by circling and drawing the cycles of the moon. In At-Home Lab on SE/TE: 192, students observe a sunrise and a sunset and share what they observe. On SE/TE: 193, students write the cause of the day/night cycle. In Lesson Check TE: 193b and Chapter Test TE: 203b, students demonstrate their vocabulary and content knowledge. Chapter 6, Lesson 2, explores weather and its cyclical characteristics. On SE/TE: 213, students learn weather changes daily and they write about weather. In Chapter 6, Lesson 4, students learn about the cycle of seasons. In Lightning Lab, SE/TE: 223, students chart and record characteristics of seasons. In the TPG: 58, Performance-Based Assessment (SE: 234), students create a concept map using pictures and words to describe the four seasons typical weather and tell what seasons are like where they live.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Use and share pictures, drawings, and/or

writings of observations where appropriate.

SE/TE: 184, Explore It!; 206, Try It!; 208, Explore It!, Envision It!; 211, At-Home Lab; 223, Lightning Lab; 234, Performance-Based Assessment: Make a Concept Map and Erosion TE Only: 192, At-Home Lab;214, Response to Intervention; 221, ELL Support; 222, Science to Social Studies • Use observations to note patterns and

relationships in order to answer scientific questions.

SE/TE: 184, Explore It!; 192, At-Home Lab; 206, Try It!; 208, Explore It!; 211, At-Home Lab TE Only: 192, At-Home Lab;210, ELL Support; 221, ELL Support; 222, Science to Social Studies

ESS1.C: The History of Planet Earth • Some events on Earth occur in cycles, like

day and night, and others have a beginning and an end, like a volcanic eruption.

SE/TE:, Lightning Lab 188, Envision It; 189, Unlock the Big Question; 192, At-Home Lab; 193, Write; 206, Try It!; 208, Explore It!; 208, Envision It!; 210, The Water Cycle; 211, At-Home Lab; 214-215, Safety in Bad Weather; 221, Unlock the Big Question; 223, Lightning Lab; 234, Performance-Based Assessment: Make a Concept Map and Erosion TE Only: 189, ELL Support; 192, At-Home Lab; 210, ELL Support; 221, ELL Support; 222, Science to Social Studies

Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. SE/TE: 188, Envision It; 192, At-Home Lab; 193, Day and Night; 208, Explore It!; 223, Lightning Lab TE Only: 189, ELL Support; 210, ELL Support; 221, ELL Support




1.PC.c Patterns and Cycles Students who demonstrate understanding can: c. Obtain information and share observations to determine simple patterns of natural objects in the sky. [Clarification

Statement: Examples of patterns could be that the sun rises in one part of the sky and sets in another or that stars are visible at night.] INTERACTIVE SCIENCE: Simple patterns of natural objects in the sky are introduced in Chapter 5, Lesson 6. Students are asked to write about day time sky on TE/SE: 189. On TE: 190 in the 21st Century Learning feature, students collaborate in small groups to illustrate a night sky. During an At-Home Lab TE/SE: 192, students observe the sky during both sunrise and sunset. Teacher At Home Lab notes direct students to draw and describe the differences they noticed during both the sunrise and sunset.



SE/TE: 189, Write; 193, Day and Night TE Only: 190, Science to Writing, 21st Century Learning;192, Explain, At-Home Lab; 193, Common Misconception, Analyze, Response to Intervention Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Read and comprehend grade-appropriate

texts and/or use other reliable media to acquire scientific and technical information.

• Critique and communicate information or

design ideas with others in oral and/or written forms using models, drawings, writing, or numbers.

SE/TE: 189, Write; 192, At-Home Lab, Sunrise and Sunset, Tell; 193, Day and Night TE Only: 189, ELL Support: Comprehensible Input; 190, Science to Writing, 21st Century Learning;192, Explain, At-Home Lab; 193, Response to Intervention

ESS1.A: The Universe and its Stars • Patterns of the motion of the sun, moon,

and stars in the sky can be observed, described, and predicted.

SE/TE: 189, Write, Day Sky; 190, Night Sky;192, At-Home Lab, Sunrise and Sunset, Tell; 193, Day and Night TE Only: 189, ELL Support: Comprehensible Input; 190, Science to Writing; 21st Century Learning;192, Explain, At-Home Lab; 193, Analyze, Response to Intervention;193b, Chapter 5, Lesson 6 Check ESS1.B: Earth and the Solar System • Seasonal patterns of sunrise and sunset

can be observed, described, and predicted.

SE/TE: 192, At-Home Lab, Sunrise and Sunset, Tell; 193, Day and Night TE Only: 192, Explain, At-Home Lab

Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. SE/TE: 189, Write;192, At-Home Lab, Sunrise and Sunset, Tell;193, Day and Night TE Only: 189, ELL Support: Comprehensible Input; 192, Explain, At-Home Lab; 193, Analyze




1.PC.d Patterns and Cycles Students who demonstrate understanding can: d. Analyze and share observations about sunrise and sunset to identify and describe seasonal changes.

INTERACTIVE SCIENCE: This concept is taught in Grade 4: Chapter 6, Lesson 1. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.



TE only: 192: At Home Lab • Use observations to note patterns and

relationships in order to answer scientific questions.

SE/TE: 192, At-Home Lab, Sunrise and Sunset, Tell TE Only: 158C, Integrate Your Day, Social Studies; 193b, Lesson Check

ESS1.A: The Universe and its Stars • Patterns of the motion of the sun, moon,

and stars in the sky can be observed, described, and predicted.

SE/TE: 191, Draw; 192, At-Home Lab, Sunrise and Sunset, Tell; 193, Write TE Only: 158C, Integrate Your Day, Social Studies; 191, Science Notebook; 193, Evaluate

ESS1.B: Earth and the Solar System • Seasonal patterns of sunrise and sunset

can be observed, described, and predicted.

SE/TE: 192, At-Home Lab, Sunrise and Sunset, Tell; 201, Study Guide, Lesson 6 TE only: 203b, #5, Chapter Test 5

Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. SE/TE: 191, Draw; 192, At-Home Lab, Sunrise and Sunset, Tell; 201, Study Guide, Lesson 6 TE Only: 158C, Integrate Your Day, Social Studies; 191, Science Notebook; 193, Evaluate




1.PC.e Patterns and Cycles Students who demonstrate understanding can: e. Obtain information and communicate that there are tools that allow people to see more objects in the sky and in

greater detail. [Clarification Statement: Information can be obtained using telescopes, binoculars, or reliable media. For example, as a result of these tools, we can see more stars and study the moon in greater detail.] INTERACTIVE SCIENCE: In Big World, My World, SE/TE: page 30, students obtain information about the Hubble Space Telescope and communicate its purpose in writing. Teacher’s Activate Prior Knowledge questions further engage students on the topic. Students obtain additional information about tools on SE/TE: 188, My Planet Diary feature. Students communicate information in the Write exercise.


texts and/or use other reliable media to acquire scientific and technical information.

ESS1.A: The Universe and its Stars • At night one can see the light coming from

many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail.

SE/TE: 30, Big World, My World; 188, My Planet Diary TE Only: 30, Activate Prior Knowledge

Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Science and engineering involve the use of tools to observe and measure things. SE/TE: 30, Big World, My World; 188, My Planet Diary TE Only: 30, Activate Prior Knowledge;188

Documents

NGSS Grade1 InteractiveScience 2012 Final - Pearson …assets.pearsonschool.com/asset_mgr/.../201315/InteractiveScience_G… · Interactive Science Grade 1, ©2012 To the ... TE =