LS3.A: Inheritance of Traits as feeding, comforting, and Young animals are very protecting the offspring).] much, but not exactly, like their 1-LS3-1. Make observations parents. Plants also are very to construct an much, but not exactly, like their account that young parents. (1-LS3-1) plants and animals are like, but not exactly like, their LS3.B: Variation of Traits parents. [Clarification Individuals of the same kind Statement: Examples of of plant or animal are patterns could include features plants or animals share. recognizable as similar but can also vary in many ways. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] 1.Space Systems: Students who Connections to Essential Science Science Demos, Patterns and Cycles demonstrate other DCI’s and Vocabulary Assessment Labs/Activities Disciplinary Core Ideas understanding can: Articulations (Highlight Probes denotes District Content Vocabulary) ESS1.A: The Universe and its Connections: Universe Science Probe: Stars 1-ESS1-1. Use observations N/A Stars Astro-5 “The Patterns of the motion of the of the sun, moon, and stars Sun Two Rs” sun, moon, and stars in the sky to describe patterns that Articulations: Moon can be observed, described, and can be predicted. 3.PS2.A (1-ESS1-1); Sky Science Probe: 5.PS2.B predicted. (1-ESS1-1) [Clarification Statement: Visible Astro-6 “Where Examples of patterns could 5-ESS1.B Observed Did the Sun Go?” ESS1.B: Earth and the Solar include that the sun and moon Described
LS3.A: Inheritance of Traits Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. (1-LS3-1) 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. as feeding, comforting, and protecting the offspring).] 1-LS3-1. Make observations to construct an account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] 1.Space Systems: Patterns and Cycles Disciplinary Core Ideas Students who demonstrate understanding can: Connections to other DCI’s and Articulations Essential Vocabulary (Highlight denotes District Content Vocabulary) Science Assessment Probes Science Demos, Labs/Activities 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. (1-ESS1-1) ESS1.B: Earth and the Solar 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon Connections: N/A Articulations: 3.PS2.A (1-ESS1-1); 5.PS2.B 5-ESS1.B Universe Stars Sun Moon Sky Visible Observed Described Science Probe: Astro-5 “The Two Rs” Science Probe: Astro-6 “Where Did the Sun Go?”
First%20Grade%20NGSS.docx