FOSS Next Generation

Transcription

1 FOSS Next Generation NGSS Alignment Overview Grades K 5 Three-dimensional active science for the Next Generation April 2016 deltaeducation.com/fossng

2 The Next Generation of NGSS Alignment FOSS Next Generation fulfills the vision of the Framework the NGSS in three key ways: Science engineering practices have always been a critical part of FOSS investigations. 1. FOSS is designed around learning as a developmental progression FOSS provides experiences that allow students to continually build develop more complex science engineering ideas. Rigorous ELA connections build literacy skills through science. 2. FOSS focuses on core ideas FOSS chooses depth over superficial coverage addresses core ideas at multiple grade levels in evermore complex ways. 3. FOSS integrates scientific knowledge with the practices of science engineering FOSS investigations provide students with engaging firsth experiences sense-making activities. Every FOSS investigation integrates both disciplinary core ideas crosscutting concepts. Contact a Sales Representative at

3 FOSS Instructional Design FOSS is designed around active investigations that provide engagement with science concepts science engineering practices. Surrounding supporting those firsth investigations are experiences that help build student understing of core science concepts deepen scientific habits of mind. Find out more about FOSS active investigations at deltaeducation.com/foss/activeinvestigation. Ongoing assessment that monitors progress drives future instruction Formative Assessment Science Notebooks Organize data thinking to create a personalized record of learning Outdoor Exploration Outdoor learning experiences help students collect additional data apply knowledge Online activities that review provide application opportunities for each investigation Active Investigation Science-Centered Language Development Using the connections between science language arts, students read, write, discuss their experiences Integrated Technology Reading Informational Text Students read comprehend engaging informational text to extend enrich their experiences deltaeducation.com/fossng

4 Materials K-PS2-1 K-PS2-2 K-PS3-1 Make observations to determine the effect of sunlight on Earth s surface. K-PS3-2 Use tools materials to design build a structure that will reduce the warming effect of sunlight on an area. Plan conduct investigations to provide evidence that vibrating materials can make sound that sound can make materials vibrate. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools materials to design build a device that uses light or sound to solve the problem of communicating over a distance. Plan conduct an investigation to describe classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled made into a new object. Construct an argument with evidence that some changes caused by heating or cooling can be reversed some cannot. Plan conduct an investigation to provide evidence of the effects of balanced unbalanced forces on the motion of an object. Make observations /or measurements of an object s motion to provide evidence that a pattern can be used to predict future motion. Ask questions to determine cause effect relationships of electric or magnetic interactions between two objects not in contact with each other. 1-PS-1 1-PS-2 1-PS-3 1-PS- 2-PS PS1-2 2-PS1-3 FOSS Next Generation 2-PS1- April PS PS2-2 3-PS2-3 3-PS2- Define a simple design problem that can be solved by applying scientific ideas about magnets. -PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object. -PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, electric currents. -PS3-3 Ask questions predict outcomes about the changes in energy that occur when objects collide. -PS3- Apply scientific ideas to design, test, refine a device that converts energy from one form to another. -PS-1 Develop a model of waves to describe patterns in terms of amplitude wavelength that waves can cause objects to move. Develop a model to describe that light reflecting from objects entering the eye allows objects to be seen. -PS-2 5 -PS-3 Generate compare multiple solutions that use patterns to transfer information. 5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. 5-PS1-2 Measure graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. 5-PS1-3 Make observations measurements to identify materials based on their properties. 5-PS1- Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. 5-PS3-1 Use models to describe that energy in animals food (used for body repair, growth, motion, to maintain body warmth) was once energy from the sun. Solids Liquids Matter Physical Science Core Ideas PS1-A Structures Properties of Matter PS1-B Chemical Reactions PS2-A Forces PS2-B Types of Interactions PS3-A Definitions of Energy PS3-B Conservation of Energy Energy Transfer PS3-C Relationship Between Energy Forces PS3-D Energy in Chemical Processes Everyday Life PS-A Wave Properties PS-B Electromagnetic Radiation Physical Science 1 Physical Science K Plan conduct an investigation to compare the effects of different strengths or different directions of pushes pulls on the motion of an object. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Physical Science Physical Science Physical Science Physical Science Physical Science Physical Science Physical Science Physical Science Performance Expectations Sound Light

5 Energy Mixtures Solutions Life Science Life Science Life Science Life Science Life Science Life Science Life Science Life Science Life Science Two by Two Insects Structures of Life Environments Living Systems Earth Science Earth Science Earth Science Earth Science Earth Science Earth Science Earth Science Earth Science Trees Air Pebbles, S, Silt Water Climate Soils, Rocks, Lforms Earth Sun Life Science Life Science Earth Science Earth Science

6 FOSS Next Generation April 2016 K Life Science Performance Expectations K-LS1-1 Use observations to describe patterns of what plants animals (including humans) need to survive. 1-LS1-1 1-LS1-2 1-LS3-1 2-LS2-1 2-LS2-2 2-LS-1 3-LS1-1 3-LS2-1 3-LS3-1 3-LS3-2 Use materials to design a solution to a human problem by mimicking how plants /or animals use their external parts to help them survive, grow, meet their needs. Read texts use media to determine patterns in behavior of parents offspring that help offspring survive. Make observations to construct an evidence-based account that young plants animals are like, but not exactly like, their parents. Plan conduct an investigation to determine if plants need sunlight water to grow. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Make observations of plants animals to compare the diversity of life in different habitats. Develop models to describe that organisms have unique diverse life cycles but all have in common birth, growth, reproduction, death. Construct an argument that some animals form groups that help members survive. Analyze interpret data to provide evidence that plants animals have traits inherited from parents the variation of these traits exists in a group of similar organisms. Use evidence to suport the explanation that traits can be influenced by the environment. Analyze interpret data from fossils to provide evidence of organisms the environments in which they lived 3-LS-1 long ago. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may 3-LS-2 provide advantages in surviving, finding mates, reproducing. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less 3-LS-3 well, some cannot survive at all. Make a claim about the merit of a solution to a problem caused when the environment changes the types of 3-LS- plants animals that live there may change. -LS1-1 Construct an argument that plants have internal external structures that function to support survival, growth, behavior, reproduction. Use a model to describe that animals receive different types of information through their senses, process the information -LS1-2 in their brain, respond to the information in different ways. 5 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air water. 5-LS2-1 Life Science Core Ideas LS1-A LS1-B LS1-C LS1-D LS2-A LS2-B LS2-C LS2-D LS3-A LS3-B LS-A LS-B LS-C Develop a model to describe the movement of matter among plants, animals, omposers, the environment. Structure Function Growth Development of Organisms Organization for Matter Energy Flow in Organisms Information Processing Interdependent Relationships in Ecosystems Cycles of Matter Energy Transfer in Ecosystems Ecosystem Dynamics, Functioning, Resilience Social Interactions Group Behavior Inheritance of Traits Variation of Traits Evidence of Common Ancestry Diversity Natural Selection Adaptation Physical Science Physical Science Physical Science Physical Science Physical Science Physical Science Physical Science Materials Sound Light Solids Liquids LS-D Biodiversity Humans

7 Matter Energy Mixtures Solutions Two by Two Insects Structures of Life Environments Living Systems Trees Air Pebbles, S, Silt Water Climate Soils, Rocks, Lforms Earth Sun Life Science Life Science Life Science Life Science Life Science Life Science Earth Science Earth Science Earth Science Earth Science Earth Science Life Science Life Science Life Science Life Science Earth Science Earth Science Earth Science Earth Science

8 Earth Science Performance Expectations Materials Sound Light Solids Liquids K-ESS2-1 Use share observations of local weather conditions to describe patterns over time. FOSS Next Generation K K-ESS2-2 K-ESS3-1 K-ESS3-2 K-ESS3-3 1-ESS1-1 1-ESS1-2 2-ESS1-1 2-ESS2-1 2-ESS2-2 2-ESS2-3 3-ESS2-1 3-ESS2-2 3-ESS3-1 -ESS1-1 -ESS2-1 -ESS2-2 -ESS3-1 -ESS3-2 5-ESS1-1 5-ESS1-2 5-ESS2-1 5-ESS2-2 5-ESS3-1 ESS1-A Construct an argument supported by evidence for how plants animals (including humans) can change the environment to meet their needs. Use a model to represent the relationship between the needs of different plants or animals (including humans) the places they live. Ask questions to obtain information about the purpose of weather forecasting to prepare for, respond to, severe weather. Communicate solutions that will reduce the impact of humans on the l, water, air, /or other living things in the environment. Use observations of the sun, moon, stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations from media to construct an evidence-based account that Earth events can occur quickly or slowly. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the l. Develop a model to represent the shapes kinds of l bodies of water in an area. Obtain information to identify where water is found on Earth that it can be solid or liquid. Represent data in tables graphical displays to describe typical weather conditions expected during a particular season. Obtain combine information to describe climates in different regions of the world. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Identify evidence from patterns in rock formations fossils in rock layers to support an explanation for changes n a lscape over time. Make observations /or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Analayze interpret data from maps to describe patterns of Earth s features. Obtain combine information to describe that energy fuels are derived from natural resources their use affect the environment. Generate compare multiple solutions to reduce the impacts of natural Earth processes on humans. Support an argument that the apparent brightness of the sun stars is due to their relative distances from Earth. Represent data in graphical displays to reveal patterns of daily changes in length direction of shadows, day night, the seasonal appearance of some stars in the night sky. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, /or atmosphere interact. Describe graph the amounts percentages of water fresh water in various reservoirs to provide evidence about the distribution of water on Earth. Obtain combine information about ways individual communities use science ideas to protect the Earth s resources environment. Earth Science Core Ideas The Universe its Stars Physical Science Physical Science Physical Science Physical Science Physical Science April 2016 ESS1-B ESS1-C ESS2-A ESS2-B ESS2-C ESS2-D ESS2-E ESS3-A Earth the Solar System The History of Planet Earth Earth Materials Systems Plate Tectonics Large-Scale Systems The Roles of Water in Earth s Surface Processes Climate Biogeology Natural Resources Physical Science Physical Science ESS3-B ESS3-C Natural Hazards Human Impacts on Earth Systems

9 Matter Energy Mixtures Solutions Life Science Life Science Life Science Life Science Life Science Life Science Life Science Two by Two Insects Structures of Life Environments Living Systems Trees Air Pebbles, S, Silt Water Climate Soils, Rocks, Lforms Earth Science Earth Science Earth Science Earth Science Earth Science Earth Science Earth Sun Life Science Life Science Life Science Earth Science Earth Science Earth Science

10 FOSS Next Generation 3-5-ETS1 K-2-ETS1 Science Engineering Practices Asking Questions Defining Problems Developing Using Models Planning Carrying Out Investigations Analyzing Interpreting Data Using Mathematics Computational Thinking Constructing Explanations Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, Communicating Information Crosscutting Concepts Patterns Engineering Design Performance Expectations K-2-ETS1-1 K-2-ETS1-2 K-2-ETS ETS ETS ETS1-3 Engineering Design Core Ideas ETS1-A ETS1-B ETS1-C Cause Effect Scale, Proportion, Quantity System System Models Energy Matter in Systems Structure Function Stability Change of Systems Ask questions, make observations, 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths weaknesses of how each performs. Define a simple design problem reflecting a need or want that includes specified criteria for success constraints on materials, time, or cost. Generate compare multiple possible solutions to a problem based on how well each is likely to meet the criteria constraints of the problem. Plan carry out fair tests in which variables are controlled failure points are considered to identify aspects of a model or prototype that can be improved. Defining Delimiting Engineering Problems Developing Possible Solutions Optimizing Design Solution Physical Physical Science Physical Science Physical Science Physical Science Materials Materials Sound Light Sound Light Solids Liquids Solids Liquids Matter Matter April 2016

11 Energy Mixtures Solutions Life Science Two by Two Insects Structures of Life Living Systems Trees Air Pebbles, S, Silt Water Climate Soils, Rocks, Lforms Earth Science Earth Sun Life Science Earth Science Energy Mixtures Solutions Life Science Life Science Two by Two Insects Structures of Life Environments Environments Living Systems Trees Air Pebbles, S, Silt Water Climate Soils, Rocks, Lforms Earth Science Earth Science Earth Sun Life Science Earth Science

12 Join the Next Generation! FOSS Next Generation Recommended K 8 Scope Sequence Grade Physical Science Waves* Gravity Kinetic Energy* 6 8 Chemical Interactions Electromagnetic Force* Variables Design* Earth Science Planetary Science Life Science Human Systems Interactions* Heredity Adaptation* Earth History Populations Ecosystems Water Diversity of Life 5 Mixtures Solutions Earth Sun Living Systems Energy Soils, Rocks, Lforms Environments 3 Matter Water Climate Structures of Life 2 Solids Liquids Pebbles, S, Silt Insects 1 Sound Light Air K Contact your Regional Sales Manager today for more information Materials Trees Two by Two or to schedule a presentation. *Half-length course PUBLISHED AND DISTRIBUTED BY deltaeducation.com/fossng Contact a Sales Representative at