Next Generation Science Standards (NGSS) 2015-2016 First Grade 1.Structure and Properties of Matter 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 PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces. (2-PS1-3) PS1.B: Chemical Reactions Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4) 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative Connections: N/A Articulations: 4.ESS2.A (2-PS1-3); 5.PS1.A 5.PS1.B (2-PS1-4); 5.LS2.A (2-PS1-3) Structure Properties Matter Solid Liquid Classified Color Texture Hardness Flexibility Heating Cooling Strength Absorbency Disassembled Science Probe: 1-10 “Is It Matter? Science Probe: 3-1 “Pennies” Science Probe: 3-2 “Is It a Solid?” Science Probe:
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?”