NGSS - 2 - PS1 - Building blocks of matter - FINAL (CJT 3-15-14)

Module: Building Blocks of Matter

DCI: PS1.A (C) Structure and Properties of Matter – A great variety of objects can be built up from a small set of pieces.

PE: 2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

[Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

So basically this looks like we are getting kids ready for the idea that atoms rearrange to make different molecules. 

At upper grades we might ask kids to think about atoms as if they were legos or blocks, at this grade we are just using the physical representations.

NGSS - 2 - PS1 - Purposes of properties - FINAL (CJT 3-15-14)

Module: Purposes of Properties

DCI: PS1.A (B) Structure and Properties of Matter – Different properties are suited to different purposes.

PE: 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.

PE: 2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

[Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

[Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

The basic content of this standard is as follows.

- Different properties make different materials better suited to different purposes.

The PE's suggest we include two skills.

- Kids look at test results and use the data to select a material for a purpose.

- Kids look at an object and figure out how the parts can make something new.

HS - ESS1.A (D) - The Formation of Elements - FINAL (WND 3/14/14)

Module: The Formation of Elements

DCI: ESS1.A (D) Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

PE: HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

PE: HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements.

[Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]

[Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]

The ideas are: 

- hydrogen and helium were formed at the time of the Big Bang

- all other elements (lighter than and including iron) are formed by stars

- the process that forms these elements is nuclear fusion  

- nuclear fusion releases electromagnetic energy

- heavier elements are produced when supermassive stars reach the supernova stage and explode

Again, we won't focus too much on the BB theory here, as there as an entire batch dedicated just to that one topic.  However, it will be useful to mention that the hydrogen and helium which provide the initial fuel source for stars is leftover from the big bang.  

Aside from that, we can ask general questions about how elements are formed within stars.  When it says communicate scientific ideas, that means that students should be able to select from a list of possible scientific ideas, the best (most accurate) idea. 

HS - ESS1.A (B) - The Stars - FINAL (WND 3/14/2014)

Module: The Stars

DCI: ESS1.A (B) The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.

PE: HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

PE: HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements.

[Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]

[Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]

The ideas are: 

- we can study stars' spectra and brightness to gain an understanding of their elemental composition, their movement, and their distance from Earth. 

We won't ask about the Big Bang Theory outright on this batch, because there is a separate batch reserved for that topic.  We can though, discuss the various aspects of stars that we study and what information can be gained from studying stars.  

Topics we can cover: red shift, spectral data from stars to determine composition, universal expansion, nuclear fusion, life cycle of stars

HS - ESS1.A (A) - The Sun - FINAL (WND 3/13/2014)

Module: The Sun

DCI: ESS1.A (A) The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.

PE: HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.

[Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.]

The ideas in this standard are: 

- our star, the sun, is changing 

- the sun will burn out over a lifespan of approximately 10 billion years

We can definitely use information about the masses and lifetimes of other stars as a means of comparison to our own sun. This will be one kind of evidence we can use to support the ideas about the sun's lifespan.  

The energy transfer mechanism they refer to is radiation of energy from the sun to the Earth.  We can ask students to maybe fill in a missing part of a diagram showing heat moving from the sun to the Earth, or we can ask how the energy originates. 

The 11 year Sunspot cycle provides evidence for periods of activity and inactivity of the Sun- and can be used to tell us that the sun is changing.  We can ask a good question about this.  

2 - LS2 - Animal and plant dependence - FINAL (CJT 3-14-14)

Module: Animal and Plant Dependence

DCI: LS2.A (B) Interdependent Relationships in Ecosystems – Plants depend on animals for pollination or to move their seeds around.

DCI: 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.

PE: 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

No Clarification Statements

The basic content of this standard is as follows.

- Plants depend on animals for pollination.

- Plants depend on animals for seed dispersal.

The PE implies that we have to examine (and mimic?) the designs used by plants to get animals to pollinate them and disperse their seeds.

2 - LS4.D - Diversity of Living Things - ASSIGNED (WND 3/12/2014)

Module: Diversity of Living Things

DCI: 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.

PE: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

 [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

The ideas in this standard are: 

- there are many different kinds of living things in an area

- living things exist in different places in land and in water

We can probably getting away with asking one very basic biodiversity question.  Aside from that, we will have to provide info on plants and animals from a variety of habitats and either get to one of two points. 1 - plants and animals that live in different areas are different from each other or 2 - areas where plants and animals live are different from each other.  We can do this by discussing characteristics of the living things, or characteristics of the environment.   

It will be too much of a stretch to provide information on the environment and ask kids to tell us what kinds of characteristics plants and animals would have to have to live there.