Framework and NGSS. Insects and Plants. Contents

Transcription

1 Insects and Plants Framework and NGSS Introduction The purpose of this chapter is to expose the content sequence for the FOSS Program and the underlying conceptual frameworks that form the foundation for the disciplinary core ideas in each module in the curriculum. We will describe in detail the conceptual frameworks for this grade 2 module, Insects and Plants, which contribute to the learning progression for life science and engineering core ideas. The conceptual frameworks for each module show the structure of scientific knowledge taught and assessed in each module. These conceptual frameworks were developed for FOSS Third Edition based on a decade of research on the FOSS program and the influence of A Framework for K 12 Science Education (2012). More recently, they were refined and refocused based on the Next Generation Science Standards (National Academy Press, 2013). The FOSS curriculum provides a coherent vision of science education in three ways as described by the Framework. First, FOSS is designed around learning as a development progression, providing experiences that allow students to continually build on their initial notions and develop more complex scientific and engineering ideas. Students develop understanding over time by building on foundational elements or intermediate knowledge. Those elements are detailed in the conceptual frameworks. Second, FOSS limits the number of core ideas, choosing depth of knowledge over superficial coverage. And those core ideas are addressed at multiple grade levels in ever more complex ways. FOSS investigations at each grade level focus on elements of core ideas that are teachable and learnable at that grade level. And third, FOSS investigations facilitate the integration of scientific knowledge (content knowledge) with practices of science and engineering by providing students with firsthand experiences. If this is your first time teaching a FOSS module, you should review this material but save an in-depth study of it until after you have experienced the module in the classroom with students. Teach the module with the confidence that the developers have carefully considered the latest research and have integrated into each investigation the three dimensions of the Framework and NGSS, and have designed powerful connections to the Common Core State Standards for English Language Arts. Contents Introduction FOSS Conceptual Frameworks Background for the Conceptual Frameworks in Insects and Plants Connections to NGSS FOSS Next Generation K 8 Scope and Sequence References National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press, NGSS Lead States. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press, Full Option Science System 25

2 Insects and Plants Framework and NGSS 26 TEACHING NOTE FOSS has conceptual structure at the module and strand levels. The concepts are carefully selected and organized in a sequence that makes sense to students when presented as intended. FOSS Conceptual Frameworks In the last half decade, teaching and learning research has focused on learning progressions. The idea behind a learning progression is that core ideas in science are complex and wide-reaching, requiring years to develop fully ideas such as the structure of matter or the relationship between the structure and function of organisms. From the age of awareness throughout life, matter and organisms are important to us. There are things students can and should understand about these core ideas in primary school years, and progressively more complex and sophisticated things they should know as they gain experience and develop cognitive abilities. When we as educators can determine those logical progressions, we can develop meaningful and effective curriculum for students. FOSS has elaborated learning progressions for core ideas in science for kindergarten through grade 8. Developing a learning progression involves identifying successively more sophisticated ways of thinking about a core idea over multiple years. If mastery of a core idea in a science discipline is the ultimate educational destination, then well-designed learning progressions provide a map of the routes that can be taken to reach that destination.... Because learning progressions extend over multiple years, they can prompt educators to consider how topics are presented at each grade level so that they build on prior understanding and can support increasingly sophisticated learning. (National Research Council, A Framework for K 12 Science Education, 2012, p. 26) The FOSS modules are organized into three domains: physical science, earth science, and life science. Each domain is divided into two strands, as shown in the table FOSS Next Generation Elementary Module Sequences. Each strand represents a core idea in science and has a conceptual framework. Physical Science: matter; energy and change Earth Science: dynamic atmosphere; rocks and landforms Life Science: structure and function; complex systems The sequence in each strand relates to the core ideas described in the NRC Framework. Modules at the bottom of the table form the foundation in the primary grades. The core ideas develop in complexity as you proceed up the columns. Full Option Science System

3 FOSS Conceptual Frameworks Information about the FOSS learning progression appears in the conceptual frameworks (pages 29 and 31), which show the structure of scientific knowledge taught and assessed in this module, and the content sequence (pages 32 33), a graphic and narrative description that puts this single module into a K 8 strand progression. FOSS is a research-based curriculum designed around the core ideas described in the NRC Framework. The FOSS module sequence provides opportunities for students to develop understanding over time by building on foundational elements or intermediate knowledge leading to the understanding of core ideas. Students develop this understanding by engaging in appropriate science and engineering practices and exposure to crosscutting concepts. The FOSS conceptual frameworks therefore are more detailed and finer grained than the set of goals described by the NGSS performance expectations (PEs). The following statement reinforces the difference between the standards as a blueprint for assessment and a curriculum, such as FOSS. Some reviewers of both public drafts [of NGSS] requested that the standards specify the intermediate knowledge necessary for scaffolding toward eventual student outcomes. However, the NGSS are a set of goals. They are PEs for the end of instruction not a curriculum. Many different methods and examples could be used to help support student understanding of the DCIs and science and engineering practices, and the writers did not want to prescribe any curriculum or constrain any instruction. It is therefore outside the scope of the standards to specify intermediate knowledge and instructional steps. (Next Generation Science Standards, 2013, volume 2, p. 342) 5 FOSS Next Generation Elementary Module Sequences PHYSICAL SCIENCE EARTH SCIENCE LIFE SCIENCE MATTER Mixtures and Solutions ENERGY AND CHANGE 4 Energy 3 Motion and Matter 2 Solids and Liquids DYNAMIC ATMOSPHERE Water and Climate Earth and Sun 1 Sound and Light Air and Weather K Materials and Motion Trees and Weather ROCKS AND LANDFORMS Soils, Rocks, and Landforms Pebbles, Sand, and Silt STRUCTURE/ FUNCTION Plants and Animals Animals Two by Two Living Systems Environments Structures of Life Insects and Plants Insects and Plants Module FOSS Next Generation 27 COMPLEX SYSTEMS

4 Insects and Plants Framework and NGSS Background FOR THE CONCEPTUAL FramewORKS in Insects and Plants There are two conceptual frameworks for the disciplinary core ideas in this module for grade 2 one with a focus on life science and one on engineering design. 28 Insects and Life Cycle An incomprehensibly huge number of different kinds of insects live on Earth, and no one is certain whether the number is 10 million, 15 million, or more. A team of entomologists recently entered a tract of virgin South American rain forest, shook all the insects off one tree, and found over 2,000 species of insects living there, most of which were previously undiscovered. Insects are in the kingdom Animalia and in the phylum Arthropoda the animals with jointed legs and external skeletons. Class Insecta is the most successful group of similar animals on Earth, no matter how you look at it. There are more kinds of insects than all other kinds of animals put together, and they dominate the planet in terms of total living mass, total numbers of individuals, and most widespread occupation of the planet s ecosystems. Of the 26 orders of insects, many have at least one or two individual species that are familiar to us. A few common orders include dragonflies, crickets, termites, lice, aphids, beetles, butterflies, flies, fleas, and ants. Some insects are important in culture and commerce. Silk produced by silkworms and honey produced by bees are examples of useful additions to our lives. Insects have a reputation, however, as pests. The economic impact of insects on human industry and livelihood is massive. The problem is that insects want to eat just about everything we hold dear. Moths eat clothes, termites eat buildings, beetles eat books, multitudes of bugs and beetles ravage agricultural products, and mosquitoes eat us. The money, time, and energy expended to battle insects is monumental, and the cost worldwide of countering and treating human diseases carried by insects is huge. The success of insects can be attributed to several factors. There are an incredible numbers of insects. They have adaptations for success in every conceivable environment and have diversity within every species. We have learned from decades of battling insects in our agricultural fields that, if you put pesticide on a population of carrot chompers, most of them will die, but a few will survive because of a natural resistance Full Option Science System

5 FOSS Conceptual Frameworks to the pesticide. The resistant carrot chompers are, of course, the ones that reproduce, and their offspring inherit resistance to the pesticide. Next year the pesticide is less effective, and in a couple of years the pesticide is useless. This obsolescence of chemicals happens quickly because of the rate at which insects reproduce at least one and possibly two or more generations in a year. Insects tend to produce large numbers of eggs, so when conditions favor a particular kind of insect, it can expand its numbers in a very short time. Insects change form as they grow and mature. The process is called metamorphosis. Insect metamorphosis follows one of two sequences. For a butterfly, life starts as an egg laid either singly or in batches of up to several hundred. The egg hatches, and the emerging larva starts to feed on whatever food it is adapted to eat, which for many insects is very limited. The larva grows rapidly, shedding (molting) its skin several times to accommodate its increasing size, until an internal message induces the larva to stop eating, change form, and become quiet while it transforms into the adult. This resting pupal stage is sometimes protected in a chrysalis or a cocoon. The adult that comes out of the pupa is ready to mate and produce eggs for the next generation. This process of going through four distinct forms, called complete metamorphosis, can occur in as few as 4 weeks. Some other insects hatch from the egg looking pretty much like the adult form, but tiny. As they eat and grow, the nymphs shed their skins, and with each molt they look more like the adult. With the last molt, the insect is fully mature, and it mates and produces eggs. This gradual progress toward maturity is called simple metamorphosis. The insects in this module were chosen because they are easy to manage and culture in the typical classroom, they are safe for students CONCEPTUAL FRAMEWORK Life Science, Focus on Complex Systems: Insects and Plants Structure and Function Concept A All living things need food, water, a way to dispose of waste, and an environment in which they can live. Animals and plants have structures that serve various functions in growth, survival, and reproduction. Concept B Reproduction is essential to the continued existence of every kind of organism. Organisms have diverse life cycles. Plants and animals grow and change and have predictable characteristics at different stages of development. Adult plants and animals can produce offspring. Complex Systems Concept A Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Animals interact with plants using them as food. They also assist in plant reproduction through seed dispersal and pollination. Plants depend on the environment for water and light to grow. Concept D Biological evolution, the process by which all living things have evolved over many generations from common ancestors, explains both the unit and diversity of species. There are many different kinds of living things and they exist in different places on land and in water. Insects and Plants Module FOSS Next Generation 29

6 Insects and Plants Framework and NGSS to handle, they have no potential to be environmental pests, and they exhibit many of the most important insect behaviors that we want students to observe. Both common kinds of metamorphosis are seen, and the insects are exciting for students to have in their classroom. 30 Plant Reproduction Flowering plants engage in sexual reproduction. This means that a male cell and a female cell must unite to produce a new life the next generation of that plant a new baby plant. Although plants achieve this union in a variety of ways, the story can be generalized. The reproductive parts of the flower are in the middle. Reaching up from the center of the flower are several stamens, the male parts of the flower. Each stamen has two parts, the long, thin filament and the anther at its tip. The anther is usually orange or yellow. Thousands of pollen grains form in the anthers. Inside each pollen grain is the specialized male sex cell, the sperm. Right in the middle of the flower is the pistil, the female part of the flower. The flattened tip of the pistil is the stigma, and the base of the pistil deep inside the center of the flower is the ovary. Inside the ovary are the ovules, the nests in which the specialized female sex cells, the eggs, reside. That s a flower. In order to produce a new plant, an egg and a sperm must unite to form a single cell that has information from both of the parent cells. The combined cell is said to be fertilized. This single fertilized cell divides and grows, eventually developing in the living embryo of a new, free-living plant. So how do the two sex cells meet and unite? The answer is pollination. Plants rely on an agent of some kind (wind or an animal) to carry the pollen from where it is produced to a mature stigma, and usually this must be on another plant. After successful pollination, fertilization occurs. The cell divides repeatedly to form the embryo. The parent plant supplies the resting embryo with a package of energy-rich food, the future cotyledon, and wraps the whole system in a weatherproof coat. The plant has produced a seed. Some plants have flowers that produce a single seed, like a peach flower or a cherry blossom. In this case, the ovary contains only one ovule. Other plants, like brassica plants or apple trees, have five to fifteen ovules in the ovary, and others, like tomato and watermelon flowers, have hundreds of ovules in the ovary. Each ovule has the potential to produce a new plant if it is fertilized. Full Option Science System

7 FOSS Conceptual Frameworks At the same time the fertilized ovule is developing into a seed, the ovary that surrounds the seed is developing into a fruit. A fruit is any structure that grows around the seeds to ensure the survival and success of the next generation. Familiar examples of fruits include grapes, lemons, cantaloupes, and pears. Scientifically speaking, a number of objects that we often refer to as vegetables are in fact fruits, including tomatoes, squash, beans, cucumbers, olives, peanuts, and eggplants. The general rule is that, if it has seeds, it is a fruit. Students revisit this concept in grade 3, Structures of Life Module. Engineering Design Engineering is the systematic approach to finding Concept C solutions to problems identified by people in societies. The fields of science and engineering are mutually supportive and scientists and engineers collaborate in their work. The practices that engineers use are very similar to science practices but also involve defining problems and designing solutions. The process of engineering design, while it involves engineering practices, is considered a separate set of disciplinary core ideas in the Framework and in the NGSS. For grade 2, these are the core ideas. Defining the problem involves asking questions and making observations to obtain information about designing a specific structure. In this module, students define problems about appropriate insect habitats. Developing possible solutions involves making decisions about the materials available and thoughtfully making a design about how they can be used, in this case, to design an insect habitat. They should communicate their solutions orally and with drawings and words. Comparing different solutions involves testing several designs to see how well each one meets the challenge. Second graders are not expected to conduct tests with controlled variables, but they should be able to determine if the structure meets the challenge and if not, how it might be improved. Identifying the differences between design solutions is important. Collaboration is an important aspect of engineering design; learning from the successes and failures of other design groups can be very productive. Students can engage in engineering practices without fully engaging in the iterative process of design. CONCEPTUAL FRAMEWORK Engineering Design: Insects and Plants Concept A Defining and delimiting engineering problems. Asking questions, making observations, and gathering information are helpful in thinking about a problem. Before beginning to design a solution, it is important to clearly understand the problem. Concept B Developing possible solutions. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. Optimizing the design solution. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. NOTE See the Assessment chapter at the end of this Investigations Guide for more details on how the FOSS embedded and benchmark assessment opportunities align with the conceptual frameworks and the learning progressions. In addition, the Assessment chapter describes specific connections between the FOSS assessments and the NGSS performance expectations. Insects and Plants Module FOSS Next Generation 31

8 Insects and Plants Framework and NGSS Life Science Content Sequence This table shows all the modules in the FOSS content sequence for Life Science with an emphasis on the modules that inform the complex systems strand. The supporting elements in these modules (somewhat abbreviated) are listed. The elements for the Insects and Plants Module are expanded to show how they fit into the sequence. 32 Life Science Module or Course Structure and function Complex systems Human Brain and Senses Populations and Ecosystems Diversity of Life Living Systems Environments Structures of Life Insects and Plants Plants and Animals Animals Two by Two Reproduction is essential to the continued existence of every kind of organism. Plants, algae, and many microorganisms use energy from light to make sugars from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. Animals obtain food from eating plants or eating other animals. Food provides animals with the materials they need for body repair and growth and is digested to release the energy they need to maintain body warmth and for motion. Reproduction is essential to the continued existence of every kind of organism. Humans and other animals have systems made up of organs that are specialized for particular body functions. Animals detect, process, and use information about their environment to survive. Plants and animals have structures, and animals have behaviors that help the organisms grow and survive in their habitat. Producers make their own food. Animals obtain food from eating plants or eating other animals. An ecosystem is a web of interactions and relationships among the organisms and abiotic factors in an area. Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers. Adaptation by natural selection acting over generations is one important process by which species change over time in response to environmental conditions. Organisms obtain gases, water, and minerals from the environment and release waste matter back into the environment. Matter cycles between air and soil, and among plants, animals, and microbes as these organisms live and die. Organisms are related in food webs. Some organisms, such as fungi and bacteria, break down dead organisms, operating as decomposers. An ecosystem is the interactions of organisms with one another and the abiotic environment. Organisms have ranges of tolerance for environmental factors. Organisms interact in feeding relationships in ecosystems (food chains and food webs). Individuals of the same kind differ in their characteristics; differences may give individuals an advantage in reproducing. Full Option Science System

9 FOSS Conceptual Frameworks NOTE See the Assessment chapter at the end of this Investigations Guide for more details on how the FOSS embedded and benchmark assessment opportunities align to the conceptual frameworks and the learning progressions. In addition, the Assessment chapter describes specific connections between the FOSS assessments and the NGSS performance expectations. The NGSS Performance Expections addressed in this module include: Insects and Plants Structure and function Insects need air, food, water, and space including shelter, and different insects meet these needs in different ways. Plants and insects have structures that function in growth, survival, and reproduction. Reproduction is essential to the continued existence of every kind of organism. Organisms have diverse life cycles. Plants and insects grow and change and have predictable characteristics at different stages of development. Adult plants and animals can have offspring. Complex systems Bees and other insects help some plants by moving pollen from flower to flower. Animals interact with plants using them as food. They also assist in plant reproduction through seed dispersal and pollination. Plants depend on the environment for water and light to grow. There are many different kinds of living things and they exist in different places on land and in water. Life Sciences 3-LS1-1 2-LS2-1 2-LS2-2 2-LS4-1 Engineering, Technology and Applications of Science K 2 ets1-1 K 2 ets1-2 K 2 ets1-3 See pages in this chapter for more details on the Grade 2 NGSS Performance Expectations. Insects and Plants Module FOSS Next Generation 33

10 Insects and Plants Framework and NGSS Connections to NGSS Science and Engineering Practices Connections to Common Core State Standards ELA Inv. 2: Brassica Seeds Inv. 1: Mealworms Not for resale, Inv. redistribution, 3: Milkweed or use Bugs other than classroom use without further permission Asking questions Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information Asking questions Developing and using models Planning and carrying out investigations Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information RI 1: Ask and answer questions to demonstrate understanding. RI 2: Identify the main topic of text. RI 5: Know and use text features. W 8: Gather information from provided sources to answer a question. SL 1: Participate in collaborative conversations. SL 2: Recount or describe key ideas. SL 6: Produce complete sentences. L 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 4: Determine or clarify the meaning of unknown or multiple-meaning words and phrases. L 6: Use acquired words and phrases. RI 1: Ask and answer questions to demonstrate understanding. RI 2: Identify main topic of text. RI 3: Describe connections between scientific ideas or concepts. RI 6: Identify the main purpose of text. RI 7: Explain how images contribute to and clarify text. RF 4: Read with accuracy and fluency. W 1: Write opinion pieces. W 3: Write narratives. W 8: Gather information from provided sources to answer questions. SL 1: Participate in collaborative conversations. SL 2: Recount or describe key ideas. SL 3: Ask and answer questions. SL 4: Recount an experience. SL 6: Produce complete sentences. L 6: Use acquired words and phrases. RI 1: Ask and answer questions to demonstrate understanding. RI 4: Determine the meaning of words and phrases in text. RF 4: Read with accuracy and fluency. SL 1: Participate in collaborative conversations. SL 3: Ask and answer questions. Full Option Science System

11 Connections to NGSS Disciplinary Core Ideas Crosscutting Concepts 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. Plants also have different parts (roots, stems leaves, flowers, fruits) that help them survive and grow. (Extended from grade 1) LS1.B: Growth and development of organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (From grade 3) LS4.D: Biodiversity and humans There are many different kinds of living things in any area, and they exist in different places on land and in water. Patterns Structure and function LS1.B: Growth and development of organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (From grade 3) LS2.A: Interdependent relationships in ecosystems Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around. 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. Plants also have different parts (roots, stems leaves, flowers, fruits) that help them survive and grow. (Extended from grade 1) [continued on next page] LS4.D: Biodiversity and humans There are many different kinds of living things in any area, and they exist in different places on land and in water. ETS1.B: Developing possible solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solution to other people. LS1.B: Growth and development of organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (From grade 3) LS4.D: Biodiversity and humans There are many different kinds of living things in any area, and they exist in different places on land and in water. Patterns Cause and effect Structure and function Patterns Structure and function Insects and Plants Module FOSS Next Generation 35

12 Insects and Plants Framework and NGSS Science and Engineering Practices Connections to Common Core State Standards ELA Continued from previous page for Investigation 3 Inv. 5: Butterflies Inv. 4: Silkworms Inv. 3: Milkweed Bugs (continued) 36 Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information Defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Constructing explanations Obtaining, evaluating, and communicating information RI 1: Ask and answer questions to demonstrate understanding. RI 2: Identify main topic of text. RI 3: Describe connection between scientific ideas or concepts. RI 4: Determine meaning of words and phrases in text. RI 7: Explain how images contribute to and clarify text. RI 9: Compare and contrast two texts on the same topic. RF 4: Read with accuracy and fluency. W 5: Strengthen writing by revising and editing. SL 1: Participate in collaborative conversations. SL 2: Recount or describe key ideas. SL 3: Ask and answer questions. RI 1: Ask and answer questions to demonstrate understanding. RI 2: Identify the main topic of text. RI 4: Determine meaning of words and phrases in text. RI 5: Know and use text features. RF 4: Read with accuracy and fluency. W 5: Strengthen writing by revising and editing. SL 1: Participate in collaborative conversations. SL 4: Recount an experience. SL 5: Add drawings or other visual displays to recounts of experiences. Full Option Science System

13 Connections to NGSS Disciplinary Core Ideas Crosscutting Concepts ETS1.A: Defining and delimiting engineering problems Before beginning to design a solution, it is important to clearly understand the problem. ETS1.B: Developing possible solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. ETS1.C: Optimizing the design solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. 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 good water, and air. (Extended from grade 1) 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. (Extended from grade 1) LS1.B: Growth and development of organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (From grade 3) LS1.B: Growth and development of organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (From grade 3) LS4.D: Biodiversity and humans There are many different kinds of living things in any area, and they exist in different places on land and in water. LS4.D: Biodiversity and humans There are many different kinds of living things in any area, and they exist in different places on land and in water. ETS1.B: Developing possible solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. Patterns Structure and function Patterns Structure and function Insects and Plants Module FOSS Next Generation 37

14 Insects and Plants Framework and NGSS Science and Engineering practices A Framework for K 12 Science Education (National Research Council, 2012) describes eight science and engineering practices as essential elements of a K 12 science and engineering curriculum. All eight practices are incorporated into the learning experiences in the Insects and Plants Module. The learning progression for this dimension of the framework is addressed in Next Generation Science Standards (National Academies Press, 2013, volume 2, appendix F). Elements of the learning progression for practices recommended for grade 2 as described in the performance expectations appear in bullets below each practice. 38 Science and Engineering Practices Addressed 1. Asking questions and defining problems Ask questions based on observations to find more information about the natural and/or designed world(s). Define a simple problem that can be solved through the development of a new or improved object or tool. 2. Developing and using models Develop and/or use a model to represent amounts, relationships, relative scales and/or patterns in the natural world. 3. Planning and carrying out investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make predictions based on prior experiences. 4. Analyzing and interpreting data Record information (observations, thoughts, and ideas). Use and share pictures, drawings, and/or writings of observations. Use observations (firsthand or from media) to describe patterns and/or use relationships in the natural and designed world(s) in order to answer scientific questions and solve problems. Compare predictions (based on prior experiences) to what occurred (observable events). 5. Using mathematics and computational thinking Use counting and numbers to identify and describe patterns in the natural and designed world(s). 6. Constructing explanations and designing solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Compare multiple solutions to a problem. 7. Engaging in argument from evidence Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument. Construct an argument with evidence to support a claim. Full Option Science System

15 Connections to NGSS 8. Obtaining, evaluating, and communicating information Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s). Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas. Crosscutting Concepts Addressed Patterns Patterns in the natural and human-designed world can be observed, used to describe phenomena, and used as evidence. 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. Structure and function The shape and stability of structures of natural and designed objects are related to their function(s). Connections: Understandings about the Nature of Science Scientific knowledge is based on empirical evidence. Scientists look for patterns and order when making observations about the world. Science addresses questions about the natural and material worlds. Scientists study the natural and material worlds. Crosscutting Concepts A Framework for K 12 Science Education describes seven crosscutting concepts as essential elements of a K 12 science and engineering curriculum. The crosscutting concepts listed here are those recommended for grade 2 in the NGSS and are incorporated into the learning opportunities in the Insects and Plants Module. The learning progression for this dimension of the framework is addressed in volume 2, appendix G, in the NGSS. Elements of the learning progression for crosscutting concepts recommended for grade 2, as described in the performance expectations, appear after bullets below each concept. Connections See volume 2, appendix H and appendix J, in the NGSS for more on these connections. For details on learning connections to Common Core State Standards English Language Arts and Math, see the chapters FOSS and Common Core ela Grade 2 and FOSS and Common Core Math Grade 2 in Teacher Resources. Insects and Plants Module FOSS Next Generation 39

16 Insects and Plants Framework and NGSS Disciplinary core Ideas A Framework for K 12 Science Education has four core ideas in life sciences. LS1: From molecules to organisms: Structures and processes LS2: Ecosystems: Interactions, energy, and dynamics LS3: Heredity: Inheritance and variation of traits LS4: Biological evolution: Unity and diversity NOTE: The questions and descriptions of the core ideas in the text on these pages are taken from the NRC Framework for the grades K 2 grade band to keep the core ideas in a rich and useful context. The performance expectations related to each core idea are taken from the NGSS for grade Disciplinary Core Ideas Addressed The Insects and Plants Module connects with the NRC Framework for the grades K 2 grade band and the NGSS performance expectations for grade 2. The module focuses on core ideas for life science and engineering design. Life Sciences Framework core idea LS1: From molecules to organisms: structures and processes How do organisms live, grow, respond to their environment, and reproduce? LS1.A: Structure and function How do the structures of organisms enable life s functions? [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 see, find, and take in food, water, and air. Plants also have different parts that help them survive, grow, and produce more plants. LS1.B: Growth and development of organisms How do organisms grow and develop? [Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. 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.] The following NGSS Performance Expectation for LS2 is derived from the Framework disciplinary core ideas above. 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. (From Grade 3) Framework core idea LS2: Ecosystems: Interactions, energy, and dynamics How and why do organisms interact with their environment and what are the effects of those interactions? LS2.A: Interdependent relationships in ecosystems How do organisms interact with the living and nonliving environments to obtain matter and energy? [Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat, and chew the Full Option Science System

17 Connections to NGSS food. Plants depend on air, water, minerals (in the soil), and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move seeds around. Different plants survive better in different settings because they have varied needs for water, minerals, and sunlight.] The following NGSS Grade 2 Performance Expectations for LS2 are derived from the Framework disciplinary core ideas above. 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Framework core idea LS4: Biological Evolution: Unity and Diversity How can there be so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms? How does biodiversity affect humans? LS4.D: Biodiversity and humans What is biodiversity, how do humans affect it, and how does it affect humans? [There are many different kinds of living things in many areas and they exists in different places on land and in water.] The following NGSS Grade 2 Performance Expectation for LS4 is derived from the Framework disciplinary core ideas above. 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. Insects and Plants Module FOSS Next Generation 41

18 Insects and Plants Framework and NGSS Disciplinary core Ideas A Framework for K 12 Science Education has two core ideas in engineering, technology, and applications of science. ETS1: Engineering design ETS2: Links among engineering, technology, science, and society NOTE: Only one of these core ideas, ets1, is represented in the NGSS performance expectations for grade 2. The questions and descriptions of the core ideas in the text on these pages are taken from the NRC Framework for the grades K 2 grade band to keep the core ideas in a rich and useful context. The performance expectations related to each core idea are taken from the NGSS for grade K Engineering, Technology, and Applications of Science Framework core idea ETS1: Engineering design How do engineers solve problems? ETS1.A: Defining and delimiting an engineering problem What is a design for? What are the criteria and constraints of a successful solution? [A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem.] ETS1.B: Developing possible solutions What is the process for developing potential design solutions? [Designs can be conveyed through sketches, drawings or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. To design something complicated, one may need to break the problem into parts and attend to each part separately but must then bring the parts together to test the overall plan.] ETS1.C: Optimizing the design solution How can the various proposed design solutions be compared and improved? [Because there is always more than one possible solution to a problem, it is useful to compare designs, test them, and discuss their strengths and weakness.] The following NGSS Grades K 2 Performance Expectations for ETS1 are derived from the Framework disciplinary core ideas above. K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Full Option Science System

19 Connections to NGSS Framework core idea ETS2: Links among engineering, technology, science, and society How are engineering, technology, science, and society interconnected? ETS2.A: Interdependence of science, engineering, and technology What are the relationships among science, engineering, and technology? [People encounter questions about the natural world every day. There are many types of tools produced by engineering that can be used in science to help answer these questions through observation or measurement. Observations and measurements are also used in engineering to help test and refine design ideas.] ETS2.B: Influence of engineering, technology, and science on society and the natural world How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world? [People depend on various technologies in their lives; human life would be very different without technology. Every human-made product is designed by applying some knowledge of the natural world and is built by using materials derived from the natural world, even when the materials are not themselves natural for example, spoons made from refined metals. Thus, developing and using technology has impacts on the natural world.] Note: There are no separate performance expectations described for core idea ETS2 (see volume 2, appendix J, for an explanation and elaboration).. Insects and Plants Module FOSS Next Generation 43

20 INSECTS AND PLANTS Framework and NGSS FOSS NEXT GENERATION K 8 SCOPE AND SEQUENCE Grade Physical Science Earth Science Life Science Electronics Planetary Science Human Brain and Senses 6 8 Chemical Interactions Earth History Populations and Ecosystems Force and Motion Weather and Water Diversity of Life 5 Mixtures and Solutions Earth and Sun Living Systems 44 4 Energy Soils, Rocks, and Landforms Environments 3 Motion and Matter Water and Climate Structures of Life 2 Solids and Liquids Pebbles, Sand, and Silt Insects and Plants 1 Sound and Light Air and Weather Plants and Animals K Materials and Motion Trees and Weather Animals Two by Two Full Option Science System