GRADE ONE: WAVES - LIGHT AND SOUND 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]
1-PS4-2. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
1-PS4-3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]
GRADE TWO: STRUCTURE AND PROPERTY OF MATTER
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 measurements is limited to length.]
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.]
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]
GRADE THREE: FORCES AND INTERACTION
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]
GRADE FOUR - ENERGY
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
NETS*S NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS
I. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: A. apply existing knowledge to generate new ideas, products, or processes. B. create original works as a means of personal or group expression. C. use models and simulations to explore complex systems and issues. D. identify trends and forecast possibilities.
II. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others. Students: A. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. B. communicate information and ideas effectively to multiple audiences using a variety of media and formats. C. develop cultural understanding and global awareness by engaging with learners of other cultures. D. contribute to project teams to produce original works or solve problems.
V. Critical Thinking, Problem-Solving, and Decision-Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: A. identify and define authentic problems and significant questions for investigation. B. plan and manage activities to develop a solution or complete a project. C. collect and analyze data to identify solutions and/or make informed decisions. D. use multiple processes and diverse perspectives to explore alternative solutions.
V. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: A. advocate and practice safe, legal, and responsible use of information and technology. B. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. C. demonstrate personal responsibility for lifelong learning. D. exhibit leadership for digital citizenship
Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
2a - Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. 2b - Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. 2c - Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 2d - Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions. 4a - Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. 4b - Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. 4c - Students develop, test and refine prototypes as part of a cyclical design process. 4d - Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 6b - Students create original works or responsibly repurpose or remix digital resources into new creations. 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. 6d - Students publish or present content that customizes the message and medium for their intended audiences.
Equity and Citizenship Advocate Leaders use technology to increase equity, inclusion, and digital citizenship practices. Education leaders: 1a - Ensure all students have skilled teachers who actively use technology to meet student learning needs. 1b - Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities. 1c - Model digital citizenship by critically evaluating online resources, engaging in civil discourse online and using digital tools to contribute to positive social change. 1d - Cultivate responsible online behavior, including the safe, ethical and legal use of technology.
Knowledge Constructor Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 3b - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. 3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. 6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 6b - Students create original works or responsibly repurpose or remix digital resources into new creations. 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. 6d - Students publish or present content that customizes the message and medium for their intended audiences.
Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? G1: VA:Cr1.1.1a Engage collaboratively in exploration and imaginative play with materials. G2: VA:Cr1.1.2a Brainstorm collaboratively multiple approaches to an art or design problem. G3: VA:Cr1.1.3a Elaborate on an imaginative idea. G4: VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or design problem.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigation? G1 VA:Cr1.2.1a Use observation and investigation in preparation for making a work of art G2 VA:Cr1.2.2a Make art or design with various materials and tools to explore personal interests, questions, and curiosity. G3 VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process. G4 VA:Cr1.2.4a Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error. VA:Cr2.1.1a Explore uses of materials and tools to create works of art or design. VA:Cr2.1.2a Experiment with various materials and tools to explore personal interests in a work of art or design. VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic processes and materials. VA:Cr2.1.4a Explore and invent art-making techniques and approaches Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question(s): How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create. VA:Cr2.2.1a: Demonstrate safe and proper procedures for using materials, tools, and equipment while making art. VA:Cr2.2.2a: Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces. VA:Cr2.2.3a: Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes. VA:Cr2.2.4a: When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
PRESENTING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? VA:Pr4.1.1a: Explain why some objects, artifacts, and artwork are valued over others. VA:Pr4.1.2a: Categorize artwork based on a theme or concept for an exhibit. VA:Pr4.1.3a: Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. VA:Pr4.1.4a: Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork. Analysis: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it
Essential Question(s): What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection? VA:Pr5.1.1a: Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation. VA:Pr5.1.2a: Distinguish between different materials or artistic techniques for preparing artwork for presentation. VA:Pr5.1.3a: Identify exhibit space and prepare works of art including artists’ statements, for presentation. VA:Pr5.1.4a: Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question(s): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? VA:Re.7.1.1a: Select and describe works of art that illustrate daily life experiences of oneself and others VA:Re.7.1.2a: Perceive and describe aesthetic characteristics of one’s natural world and constructed environments. VA:Re.7.1.3a: Speculate about processes an artist uses to create a work of art. VA:Re.7.1.4a: Compare responses to a work of art before and after working in similar media.
