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K-ls1-1

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Statement of Clarification: Patterns may include the fact that animals need food while plants do not; the various types of food required by different types of animals; the need for plants to have light; and the fact that all living things need water. Observation There are no boundaries.
Teachers who are implementing the NGSS expressed the following evaluations. Many of these are rough drafts and should be treated as such. Please feel free to improve these ratings or add your own. More information can be found here. Instructional Materials
Connections to the Core
ELA/Literacy is a term that refers to the study of language.
Achieve’s patented Next Generation Science Standards is a registered trademark. This product was not created by Achieve or the lead states and collaborators that established the Next Generation Science Standards, and it is not recommended. Visit the NGSS website for more information.

Life science – structure & processes – grade 4 – 2

To supplement the Next Generation Science Standards, Flanders provides an outstanding set of field-based K-5 learning experiences (NGSS). In a classroom designed by nature, these 2-hour programs are not only entertaining, but also immersive, interactive, hands-on, and authentic.
Each NGSS program focuses on grade-specific requirements, assisting students in meeting important performance goals. Every may be used as part of a teacher’s grade-level unit plans or as a stand-alone experience.
NGSS programming is provided by district or school contracts, with the goal of offering a shared learning experience for entire grade levels. The “Appropriate for…” statements in the summaries below consider differences in curriculum sequencing. Scroll to the bottom of this review sheet for more detail and contact information. Download the NGSS Flyer for 2021.
Students interact with a number of farm animals, study them in their natural habitats, and search for trends in animal behavior. They go on a field trip to a nearby forest habitat, where they discover that wild animals have common needs and thrive where those needs are met. Students keep track of observations, understand patterns, and make connections between what animals require and where they live. K-LS1-1, KESS2-2, and K-ESS3-1 are the NGSS performance expectations. (2 hrs.) A modified version for use in the classroom is also available.

1 minute science (plants and animals) observation music – (k

What a student should be able to do to demonstrate mastery of a concept is called a Performance Expectation (PE). A Clarification Statement and/or an Assessment Boundary are included in some PEs. These can be found by pressing the “More Details” button on the PE. When you hover your mouse over a PE, it will highlight the pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts that correspond to it.
You may learn more about a particular Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept by clicking on it. You will find the corresponding elements in the PEs by hovering over them.

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Physical sciences, life sciences, earth and space sciences, and engineering, technology, and applications of science are the four disciplinary core ideas that students in kindergarten through fifth grade begin to learn. Students begin by identifying trends and formulating responses to questions about the world around them in the early grades. Students should be able to collect, describe, and use knowledge about the natural and built environment at a grade-appropriate level by the end of fifth grade (s).
As students move to middle school and high school, the performance standards in elementary school grade bands build ideas and skills that will enable them to explain more complex phenomena in the four disciplines. While performance expectations in kindergarten through fifth grade link specific practices to specific disciplinary core concepts, instructional decisions should require the use of a variety of practices that contribute to the performance expectations.