Florham Park Science

Kindergarten Science Curriculum Matrix

(​Note:​Curriculum Matrix based on 180 instructional days; instructional days include assessments.)

Unit Instructional Days

September/October
Unit 1: Weather 15 Instructional Days
October/November
Unit 2: Pushes and Pull 15 Instructional Days
December/January
Unit 3: Effects of the Sun 15 Instructional Days
January/February/Marc
Unit 4:Basic Needs of Living Things 30 Instructional Days
h
April/May/June
Unit 5: Basic Needs of Humans 15 Instructional Days

K Grade Science Curriculum

 3​rd​ Grade Science Curriculum
Course Title: Science
Philosophy Quick Link
Unit 1: Weather Quick Link
Unit 2: Pushes and Pulls Quick Link
Unit 3: Effects of the Sun Quick Link
Unit 4: Basic Needs of Living Things Quick Link
Unit 5: Basic Needs of Humans Quick Link
Resources for NGSS Lesson Planning Quick Link
Disciplinary Core Ideas Quick Link
Technology and 21st Century Career Connections Quick Link

Philosophy
The Florham Park School District’s science curriculum encourages students to use inquiry based and problem solving approaches to understand science and engineering
principles. By combining traditional science concepts (physical science, chemistry, biology, earth, space and environmental sciences) with the application of these concepts
through engineering and technology, students will gain a greater understanding of the world around them. This curriculum is based on a coherent progression of concepts that
allows students to continually build on and revise their knowledge.

Through the New Generation Science Standards, the “… students, over multiple years of school, actively engage in ​scientific and engineering practices​and apply
crosscutting concepts​to deepen their understanding of the ​core ideas​…”. The intertwining of these three dimensions will allow a deeper understanding of science and
engineering concepts and promote better problem solving skills.

Collaborative, student-centered lessons and cooperative learning is essential. Students will use evidence as a basis for analysis of data and arguments. Emphasis is on the
integration of knowledge from a variety of resources and effective communication of an understanding of this knowledge to meet the performance expectations.

Adapted from ​Framework for K-12 Science Education​. Natl Academy Pr, 2011. Print.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Unit 1: Weather Grade: K
Unit Overview: ​How does weather forecasting help to keep people safe?

In this unit of study, students develop an understanding of patterns and variations in local weather and the use of weather forecasting to
prepare for and respond to severe weather. The crosscutting concepts of ​patterns​; ​cause and effect​; ​interdependence of science, engineering, and
technology​; and ​the influence of engineering, technology, and science on society and the natural world ​are called out as organizing concepts for the
disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in ​asking questions​, ​analyzing and interpreting
data​, and ​obtaining, evaluating, and communicating information​. Students are also expected to use these practices to demonstrate
understanding of the core ideas.
This unit is based on K-ESS2-1, K-ESS3-2, and K-2-ETS1-1..
NJ Student Learning Standards
(​K-ESS2-1​) Use and share observations of​​local weather conditions​t​o describe patterns​​over time. [​Clarification Statement: Examples of qualitative observations could
include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a
month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.]
[Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
(​K-ESS3-2​) Ask questions to obtain information about​t​he purpose of weather forecasting to prepare for,​a​nd respond to severe weather.*​[​Clarification Statement:
Emphasis is on local forms of severe weather.]
(​K-2-ETS1-1​) Ask questions, make observations, and gather information about​​a situation people want to change​t​o define a simple problem that can be solved
through the development of a new or improved object or tool.

Connections to other DCIs in first grade

K.ETS1.A ​(K-ESS3-2), (K-ESS3-3)

Articulation of DCIs across grade levels:

2.ESS2.A (​K-ESS2-1)
3.ESS2.D ​(K-ESS2-1)
4.ESS2.A (​K-ESS2-1)
4.ESS2.E (​K-ESS2-2)
5.ESS2.A (​K-ESS2-2)
1.LS1.A ​(K-ESS3-1)
2.ESS1.C (​K-ESS3-2)
2.ETS1.B ​(K-ESS3-3)
3.ESS3.B (​K-ESS3-2)
4.ESS3.A (​K-ESS3-3)
4.ESS3.B (​K-ESS3-2)
5.LS2.A ​(K-ESS3-1)
5.ESS2.A ​(K-ESS3-1)
5.ESS3.C (​K-ESS3-3)

Companion Standards: English Language Arts/Literacy

W.K.7 P​ articipate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-ESS2-1)
RI.K.1​With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).​ (K-ESS3-2)
SL.K.3 ​Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 R
​ I.2.1 A
​ sk and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)
W.2.6 ​With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1)
W.2.8 ​Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1)

Companion Standards: Mathematics

MP.2 ​Reason abstractly and quantitatively. (K-ESS2-1),(K-2-ETS1-1)
MP.4 ​Model with mathematics. (K-ESS2-1),(K-ESS3-2),(K-2-ETS1-1)
MP.5 ​Use appropriate tools strategically. (K-2-ETS1-1)
K.CC C​ ounting and Cardinality (K-ESS3-2)
K.CC.A K ​ now number names and the count sequence. (K-ESS2-1)
K.MD.A.1 D ​ escribe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)
K.MD.B.3 C ​ lassify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)
2
​ .MD.D.10 ​Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph. (K-2-ETS1-1)

NGSS Disciplinary Core Ideas

ESS2 – Earth’s Systems
D. Weather and Climate
ESS3 – Earth and Human Activity
B. Natural Hazards
ETS​-​ Engineering Design
A. Defining Engineering Problems

8.1 Educational Technology

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming
Career Ready Practices
9.1 Personal Finance Literacy
9.2 Career Awareness, Exploration, and Preparation
9.3 Career and Technical Education
Careers (Description of a career that relates to this unit)
Unit Sequence
Part A: W​ hat types of patterns can be observed in local weather Part B:​H
​ ow does weather forecasting help us to prepare for and
conditions? respond to severe weather?
● Scientists look for patterns and order when making observations about the
● Events have causes that generate observable patterns.
world.
● People encounter questions about the natural world every day.
● Patterns in the natural world can be observed, used to describe phenomena,
● Some kinds of severe weather are more likely than others in a given region.
and used as evidence.
● Weather scientists forecast severe weather so that communities can prepare for
● Weather is the combination of sunlight, wind, snow, or rain and
and respond to these events.
temperature in a particular region at a particular time.
● People depend on various technologies in their lives; human life would be very
● People measure these conditions to describe and record the weather and to
different without technology.
notice patterns over time.
● Before beginning to design a solution, it is important to clearly understand the
problem.
● Asking questions, making observations, and gathering information are helpful
in thinking about problems.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● A situation that people want to change or create can be approached as a
problem to be solved through engineering.

Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments: Special Education:

Part A: ● Curricular Modifications and Guidance for Students Educated in
Students who understand the concepts can: Special Class Settings
● Observe and use patterns in the natural world as evidence and to ● Subgroup Accommodations and Modifications
describe phenomena. ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● Use observations (firsthand or from media) to describe patterns in the & Mainstream Learners)
natural world in order to answer scientific questions. Differentiation:
● Use and share observations of local weather conditions to describe ● Preview content and concepts
patterns over time. (​ Assessment of quantitative observations limited to ● Behavior management plan
whole numbers and relative measures such as warmer/cooler.) ● Highlight text
○ Examples of qualitative observations could include ● Small group setting
descriptions of the weather, such as sunny, cloudy, rainy, High-Prep Differentiation:
and warm. ● Alternative formative and summative assessments
○ Examples of quantitative observations could include ● Guided Reading
numbers of sunny, windy, and rainy days in a month. ● Personal agendas
○ Examples of patterns could include that it is usually cooler ● Project-based learning
in the morning than in the afternoon. ● Tiered activities/assignments
Part B: ● Varying organizers for instructions
Students who understand the concepts can: Low-Prep Differentiation:
● Observe patterns in events generated by cause-and-effect relationships. ● Clubbing activities
● Read grade-appropriate texts and/or use media to obtain scientific ● Exploration by interest
information to describe patterns in the natural world. ● Flexible groupings
● Ask questions based on observations to find more information about
the designed world.
● Ask questions to obtain information about the purpose of weather English Language Learners:
forecasting to prepare for and respond to severe weather. (Emphasis is
on local forms of severe weather.) ● Subgroup Accommodations and Modifications
● Define a simple problem that can be solved through the development of ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
a new or improved object or tool. & Mainstream Learners)
● Ask questions, make observations, and gather information about a
situation people want to change in order to define a simple problem that
can be solved through the development of a new or improved object or
Students at Risk for Failure:
tool.
● Subgroup Accommodations and Modifications
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
Summative Assessments: & Mainstream Learners​}

Unit Projects
●
● Summative tests
Gifted and Talented

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Debates ● Subgroup Accommodations and Modifications
● Demonstrations ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● Portfolio & Mainstream Learners)

Benchmark Assessments: Students with 504 Plans

● Initial Benchmark: 3rd Week of September ● Subgroup Accommodations and Modification
● Mid-year Benchmark: 4th Week of January ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● End of year Benchmark: Last week in May & Mainstream Learners)

Alternative Assessments:
● Choice Projects
● Portfolios
● Arguments Writing Assignments
● Notebook assessments

Core Instructional and Supplemental Materials Core Instructional, Supplemental, Instructional,

Professional Resources: and Intervention Resources

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Core Professional Resources: Core Instructional Resources:
● Connections Between Practices in N
​ GSS​, New Jersey Student ● Watching Weather​:
Learning Standards Math, and New Jersey Student Learning ● Weather Patterns​:
Standards ELA ● Weather Walks​:
● Weather and Climate Basics ● Science- Weather
● Earth and Sky: Grades K-4 ● About the Weather
● NGSS​Core Ideas: Earth’s Systems ● Busy Beavers by Nancy Hicer (Level K)
○ Resource C​ollection ● Clouds A Compare and Contrast Book by Katherine Hall (Level F)
○ C​ommunity Forums ● It’s Cloudy by Branca Tani (Level D)
● A Termite’s Colony by Arthur Best (LevelG)
● What is the Weather? By Nellie Wilder (Level C)
Supplemental Professional Resources: ● Where Animals Live by Brenda and Thea Fledman (Level I)
● Thunder and Lighting by Pfeffer (LEvel K)
● The Next Generation Science Standards ● Tornadoes by Martin (Level F)
● The NGSS @NSTA ● Any appropriate grade K book applicable to the unit chosen by the
● Lesson Plans​: TBA Moodle teacher
● Better Lessons
● Science Day
● Lesson Plans K-4 Supplemental Resources:
● Magic School Bus
● Story Bots Video Suggested Lessons for Differentiation with Small Groups:
● All Standards, All Students​/C
​ ase Studies
● (​Restructure Lessons with UDL​)
● Project Based science learning to connect science with observable
penoma
● Newsela
● Brainpop
● How Do You Know It’s Spring? By Herrington (Level H)
● How Does Weather Change? By Boothroyd (Level G)
● Rain by Bauer (Level E)
● Rain or Shine by Rey (Level M)
● The Sky by Prince (Level C)
● Rain Song by Evans (Level K)
● Snow Day by Lakin (Level D)
● The Storm by Davidson (Level A)
● What Will the Weather Be Like Today? By Rogers (Level H)
● What’s the Weather? By Cali (Level B)

Intervention Resources:
● Graphic Organizers
● Scaffolded Notes
● Closed Notes

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Shared Notes and slide presentations
● Study guides
● Newsela
● Brain Pop JR.

Interdisciplinary Connections Integration of Technology through NJSLS

● Correlates to routines unit in math, rules and community units in social ● Create a word study word sort in Inspiration.
studies Identify classroom routines in other subject areas: math, science, and ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies. ● Listen to books on websites (pbskids.org/lions/index.html,
● In Social Studies discuss routines in the community storylineonline.net, storyit.com, Elementary Connections Page)
● Understand what it means to “read close” in social studies, science, and ● Use document camera or overhead projector for shared reading of texts.
foreign language. Ongoing:
● Offer short, nonfiction picture books and nonfiction articles on science, ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies, and foreign language related activities to encourage building ● Listen to books on websites (pbskids.org/lions/index.html,
background knowledge and independent reading about topics of interest to storylineonline.net, storyit.com, Elementary Connections Page)
students. ● Use document camera or overhead projector for shared reading of texts.
● Encourage students to respond to texts in their specific subject area Other:
notebooks as they reflect on what they have been reading. ● Use Microsoft Word, Inspiration, or Smart Board Notebook software to
● Highlight texts, themes, and reflections that connect to themes related to write the words from their word sorts.
the Holocaust; i.e. power, bullying, empathy, and social activism. ● Use Inspiration to create a double timeline looking at plot events and
character motivation.

Integration of 21st Century Themes and Skills Media Literacy Integration

● Financial, Economic, Business, and Entrepreneurial Literacy ● Ask students to look for specific things when they view videos or read
● Civic Literacy print material, and then ask questions about those items
● Health Literacy ● Build on the intuitive knowledge students have gained from media about
● Social Justice Literacy the story and character
● Creativity and Innovation ● Clarify the distinction between fiction and nonfiction in different types
● Critical Thinking and Problem Solving Communication and Collaboration of media reporting on the same topic
Information Literacy ● Use print materials to practice reading and comprehension skills
● Media Literacy
● Life and Career Skills
Career Education Global Perspective
● New Jersey Educational Field Trip ● National Hispanic-Latino Heritage Month
● Skype with a scientist ● National Disability Employment Awareness Month
● Beach Clean Trip ● National American Indian Heritage Month
● National Geo School Time Presentations ● Black History Month
● STEM Europe Trip ● National Women’s History Month,
● National Irish-American Heritage Month
● National Italian American Heritage Month
● Asian Pacific American Heritage
● Older Americans’ Month
● Jewish American Heritage Month

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Week of Respect
● Red Ribbon Week
● International Dot Day (September 16)
What It Looks Like in the Classroom
In this unit of study, students are expected to develop an understanding of patterns and variations in ​local​ weather and the use of weather
forecasting to prepare for and respond to severe weather. Throughout the unit, students will look for patterns and cause-and-effect
relationships as they observe and record weather events. Students will have opportunities to ask scientific questions, analyze and interpret
data, and communicate their findings to others.

In this unit of study, students learn that problem situations can be solved through engineering, and that in order to design a solution, we must
first define the problem. As described in the narrative above, students define problems caused by severe weather events by asking specific
questions, making observations, and gathering information that will help them understand the types of problems they might face when severe
weather conditions exist in and around their homes, schools, and communities.
In this unit’s progression of learning, students first develop an understanding that patterns in the natural world can be observed and
documented, and that, like scientists, they can use these patterns as evidence to describe phenomena and make predictions. In order to observe
patterns in weather, kindergartners will learn that weather is the combination of sunlight, wind, precipitation, and temperature in a particular
region at a particular time. By observing and recording daily weather events—such as sunny, cloudy, rainy, and windy— students can analyze
both qualitative and quantitative data. Recording and analyzing data over time will reveal recognizable weather patterns that can be used to
make predictions. Examples of weather patterns may include:
✓ Snow and colder temperatures generally occur in the winter.
✓ Clouds may bring rain or snow.
✓ Rain occurs more often in the spring.
✓ Warmer/hotter temperatures occur in the summer.
✓ It is generally cooler in the morning and warmer in the afternoon.
At this grade level, it is developmentally appropriate to describe temperature in relative terms; therefore, vocabulary words such as hot, warm,
cool, cold, and warmer/cooler should be used to describe temperature, rather than accurately measuring and describing temperature in
degrees Celsius.

Students also learn that weather events have causes that generate observable patterns over time, and that these patterns help weather scientists
predict severe weather. Kindergarteners need opportunities to learn about severe weather, especially those types that tend to occur in the local
region in which they live. By using a variety of media and technology, such as computers, radio, and television, and by reading
grade-appropriate texts about weather and weather events, students can learn about types of severe weather that are common to their region.
In addition, they come to understand that people depend on technology to help us predict and solve problems, and without it, our lives
would be very different.
In order to apply their learning, students need opportunities to ask questions about weather forecasting and how it can help us prepare for
and respond to different types of severe weather. When kindergartners ask questions, make observations, gather weather information, and
look for patterns of change in the weather, it prepares them to think about how to best prepare for and respond to local severe weather. As
part of this unit of study, students are challenged to investigate how people prepare for and solve problems caused by severe weather. With
adult guidance, students should define weather problems by asking questions, making observations, and gathering information about severe

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
weather situations. Some questions students might want to consider include the following:
✓ What kinds of severe weather events tend to occur in New Jersey (e.g., thunderstorms, hurricanes, flooding, snow storms)?
✓ What do people do in response to these types of severe weather events?
✓ What kinds of tools can people use to solve problems caused by severe weather conditions (e.g., umbrellas, sandbags, salt, gravel,
shovels, snow blowers)?
✓ What other solutions might people use for problems caused by severe weather (e.g., closing schools and businesses; sending out
emergency workers to restore utilities; sending out early warnings; stockpiling food, water, and other supplies; having a portable
generator)?
✓ What kinds of problems would we face if we had a lot of rain in a short period of time?
✓ What problems might we have if our community experienced flooding?
✓ What kinds of problems might occur if strong winds caused damage (e.g., knocked over trees, damaged power lines, damaged homes
and businesses)?
✓ What kinds of precautions do people take during a hurricane? A tornado? A Nor’easter? Why?
Research on Student Learning
N/A
Prior Learning
N/A
Future Learning
Grade 2 Unit 5: Changes to Earth’s Land
● Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.
● Wind and water can change the shape of the land.
Grade 3 Unit 1: Weather and Climate
● Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather
might happen next.
● Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.
● A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their
impacts.
Grade 4 Unit 1: Weather and Climate
● Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity
break rocks, soils, and sediments into smaller particles and move them around.
Grade 4 Unit 2: Earth Processes
● A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards
but can take steps to reduce their impacts.
Connections to Other Units
N/A
Connecting with English Language Arts/Literacy and Mathematics

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
English Language Arts
With adult support, students use trade books (read-alouds, big books) to learn about and discuss severe weather. Strategies, such as
Think-Pair-Share, can be used to encourage students to think about information from books and to use that information to ask and answer
questions about key details. With guidance, students use online media resources to view examples of severe weather. They can ask questions in
order to understand how severe weather affects people and communities and to determine how communities prepare for and respond to
severe weather.

Mathematics
With adult support, students measure and record various types of weather (e.g., rainfall or snow amounts, relative temperature at different
times of the day and over a period of time). They mathematically represent real-world information by organizing their data into simple
weather charts and graphs. Kindergarteners attend to the meaning of various quantities using a variety of units of measure and use counting to
analyze data and determine patterns in charts and graphs. By using media resources, students explore how weather scientists represent
real-world weather data with picture representations, charts, and graphs. They can use this information to think about how weather scientists
use tools to collect and record weather data in order to determine patterns of change. Students will attend to the meaning of various quantities
used in simple weather charts and graphs, both from classroom observations and from media sources, by counting and comparing severe
weather data with daily weather data (e.g., relative amounts of rainfall, snowfall). By analyzing data from weather graphs and charts, young
students begin to understand how severe weather affects people and communities and that weather scientists play an important role in
predicting severe weather conditions.
Sample of Open Education Resources
Watching Weather​: Students will make their own weather station consisting of actual and simplified versions of real weather
equipment. The weather station will consist of a thermometer and a student-made weather vane. They will use that equipment to
make observations about the local weather.
Weather Patterns​: This lesson is the first in a two-part series on the weather. The study of the weather in these early years is
important because it can help students understand that some events in nature have a repeating pattern. It also is important for
students to study the earth repeatedly because they take years to acquire the knowledge that they need to complete the picture.
The full picture requires the introduction of such concepts as temperature, the water cycle, and other related concepts. In the
second activity, What's the Season, students identify the seasonal patterns in temperature and precipitation.
Weather Walks​: Students learn about weather by taking walks during various weather conditions over the course of time. Walks
take place during sunny, rainy, windy, or snowy conditions. The lesson is divided into four sections with activities assigned to each of
the weather conditions being observed. Suggested activities include appropriate investigations to help students observe and
describe weather phenomenon through first hand experiences.
Science- Weather​: This is a free interactive learning activity designed for individual students and can easily be used as a whole class
interactive whiteboard activity. This particular title explores weather in relationship to season and temperature. Students learn to
use a thermometer as a tool for recording temperature and identify the four seasons through measurable changes in the
thermometer readings.
About the Weather​: This lesson is about using local weather to make observations, measure, collect, and record data to describe

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
patterns over time. Students will count types of outdoor clothing worn by classmates and use the data to look for patterns in
weather over months and seasons.

Teacher Resources:
Connections Between Practices in N
​ GSS​, New Jersey Student Learning Standards Math, and New Jersey Student Learning
Standards ELA
The presenter was Sarah Michaels from Clark University. In this seminar Dr. Michaels talked about connecting the scientific and engineering
practices described in A Framework for K–12 Science Education with the New Jersey Student Learning Standards in Mathematics and
English Language Arts.
Weather and Climate Basics​; This is a resource from the National Center for Atmospheric Research and the National Science Foundation
that explains the basics of weather and climate. This article is designed as background information for the teacher.
Earth and Sky: Grades K-4​:​SciGuides are a collection of thematically aligned lesson plans, simulations, and web-based resources for
teachers to use with their students centered on standards-aligned science concepts. "We all live under the same big sky." Since the beginning of
time, humans have been intrigued by the objects in our sky and beyond. Take a voyage into space science where you will travel through the
Internet to connect your classroom with content and activities designed to teach concepts related to these objects and changes in the sky over
time.
NGSS​Core Ideas: Earth’s Systems
The presenter was J​ ill Wertheim​ from National Geographic Society. The program featured strategies for teaching about Earth science
concepts that answer questions such as "What regulates weather and climate?" and "What causes earthquakes and volcanoes?"
Dr. Wertheim began the presentation by introducing a framework for thinking about content related to Earth systems. She then showed
learning progressions for each concept within the Earth's Systems disciplinary core idea and shared resources and strategies for addressing
student preconceptions. Dr. Wertheim also talked about changes in the way N ​ GSS​ addresses these ideas compared to previous common
approaches.
Continue the discussion in the​ c​ ommunity forums​.
Appendix A: NGSS and Foundations for the Unit
Use and share observations of​l​ocal weather conditions​t​o describe patterns​o ​ver time. [​Clarification Statement: Examples of qualitative observations could include
descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month.
Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment
Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]​ (​​K-ESS2-1​)
Ask questions to obtain information about​​the purpose of weather forecasting to prepare for,​​and respond to,​s​evere weather.*​[​Clarification Statement: Emphasis is
on local forms of severe weather.]​ (​K-ESS3-2​)
Ask questions, make observations, and 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. (​K-2-ETS1-1​)
The performance expectations above were developed using the following elements from the NRC document: A
​ Framework for K-12 Science
Education​:

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns

● Use observations (firsthand or from ● Weather is the combination of • Patterns in the natural world can be
media) to describe patterns in the sunlight, wind, snow or rain, and observed, used to describe phenomena,
natural world in order to answer temperature in a particular region at a and used as evidence.​ (K-ESS2-1)
scientific questions.​ (K-ESS2-1) particular time. People measure these
Cause and Effect
conditions to describe and record the
Asking Questions and Defining
weather and to notice patterns over ● Events have causes that generate
Problems
time.​ (K-ESS2-1) observable patterns.​ (K-ESS3-2)
● Ask questions based on observations to
ESS3.B: Natural Hazards ------------------------------------
find more information about the
designed world.​ (K-ESS3-2) ● Some kinds of severe weather are more
likely than others in a given region. C
​ onnections to Nature of Science​
● Ask questions based on observations to
Weather scientists forecast severe
find more information about the Science Knowledge is Based on
weather so that the communities can
natural and/or designed world(s). Empirical Evidence
prepare for and respond to these
● Define a simple problem that can be events.​ (K-ESS3-2) ● Scientists look for patterns and order
solved through the development of a when making observations about the
ETS1.A: Defining and Delimiting an
new or improved object or tool. world. (K-ESS2-1)
Engineering Problem
(K-2-ETS1-1)
----------------------------------
● A situation that people want to change
Obtaining, Evaluating, and --
or create can be approached as a
Communicating Information
problem to be solved through Connections to Engineering,
● Read grade-appropriate texts and/or engineering.​ (K-2-ETS1-1) Technology, and Applications of
use media to obtain scientific Science
● Asking questions, making observations,
information to describe patterns in the
and gathering information are helpful Interdependence of Science,
natural world.​ (K-ESS3-2)
in thinking about problems. Engineering, and Technology
(K-2-ETS1-1)
● People encounter questions about the
● Before beginning to design a solution, natural world every day.​ (K-ESS3-2)
it is important to clearly understand
Influence of Engineering, Technology,
the problem.​ (K-2-ETS1-1)
and Science on Society and the Natural
World
● People depend on various technologies

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 in their lives; human life would be very
different without technology.
(K-2-ETS1-1)

Unit 2: Pushes and Pulls Grade: K

Unit Overview: ​What does science have to do with playing sports?

During this unit of study, students apply an understanding of the effects of different strengths or different directions of pushes and pulls on
the motion of an object to analyze a design solution. The crosscutting concept of ​cause and effect​ is called out as the organizing concept for
this disciplinary core idea. Students are expected to demonstrate grade-appropriate proficiency in ​planning and carrying out investigations
and a​ nalyzing and interpreting data​. Students are also expected to use these practices to demonstrate understanding of the core ideas.
This unit is based on K-PS2-1, K-PS2-2, and K-2: ETS1-3.
NJ Student Learning Standards
(​K-PS2-1​) Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
[Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two
objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time.
Assessment does not include non-contact pushes or pulls such as those produced by magnets.]
(​K-PS2-2​) 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. ​[​Clarification
Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects.
Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment
Boundary: Assessment does not include friction as a mechanism for change in speed.]
(​K-2-ETS1-3​) Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Connections to other DCIs in Kindergarten

K.ETS1.A ​(K-PS2-2)
K.ETS1.B ​(K-PS2-2)

Articulation of DCIs across grade levels:

2.ETS1.B (​K-PS2-2)
3.PS2.A ​(K-PS2-1), (K-PS2-2)
3.PS2.B ​(K-PS2-1)
4.PS3.A ​(K-PS2-1)
4.ETS1.A (​K-PS2-2)

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Companion Standards: English Language Arts/Literacy
RI.K.1​With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).​ (K-PS2-2)
W.K.7 P​ articipate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)
SL.K.3​​Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)

Companion Standards: Mathematics

MP.2 ​Reason abstractly and quantitatively. (K-PS2-1)​, ( K-2-ETS1-1),(K-2-ETS1-3)
MP.4​​Model with mathematics. (K-2-ETS1-1), (K-2-ETS1-3)
M
​ P.5 ​Use appropriate tools strategically. (K-2-ETS1-1), (K-2-ETS1-3)
K.MD.A.1 D ​ escribe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)
K​ .MD.A.2 ​Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
(K-PS2-1)

NGSS Disciplinary Core Ideas

PS2​–
​ Motion and Stability: Forces and Interactions
A. Forces and Motion
B. Types of Interactions
PS3 - Energy
C. Relationship between Energy and Force

8.1 Educational Technology

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming
Career Ready Practices
9.1 Personal Finance Literacy
9.2 Career Awareness, Exploration, and Preparation
9.3 Career and Technical Education
Careers (Description of a career that relates to this unit)
Unit Sequence
Part A: ​Why do scientists like to play soccer? Part B: How can you design a simple way to change the speed or
direction of an object using a push or pull from another object?
● People use different ways to study the world. ● Simple tests can be designed to gather evidence to support or refute
● Simple tests can be designed to gather evidence to support or refute student student ideas about causes.
ideas about causes. ● Pushes and pulls can have different strengths and directions.
● Pushes and pulls can have different strengths and directions. ● Pushing or pulling on an object can change the speed or direction of its
● Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
motion and can start or stop it. ● A situation that people want to change or create can be approached as a
● When objects touch or collide, they push on one another and can change problem to be solved through engineering. Such problems may have
motion. many acceptable solutions.
● A bigger push or pull makes things speed up or slow down more quickly. ● Because there is always more than one possible solution to a problem, it is
useful to compare and test designs.
Evidence of Learning (Assessments) Accommodations and Modifications

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Formative Assessments: Special Education:
Part A: ● Curricular Modifications and Guidance for Students Educated in
Students who understand the concepts are able to: Special Class Settings
● With guidance, design simple tests to gather evidence to support or ● Subgroup Accommodations and Modifications
refute ideas about cause-and-effect relationships. ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● With guidance, plan and conduct an investigation in collaboration & Mainstream Learners)
with peers. Differentiation:
● With guidance, collaboratively plan and conduct an investigation to ● Preview content and concepts
compare the effects of different strengths or different directions of ● Behavior management plan
pushes and pulls on the motion of an object.​ ​(Assessment is limited to ● Highlight text
different relative strengths or different directions, but not both at the ● Small group setting
same time. Assessment does not include noncontact pushes or pulls such as High-Prep Differentiation:
those produced by magnets.) ​Some examples of pushes and pulls on the ● Alternative formative and summative assessments
motion of an object could include: ● Guided Reading
✓ A string attached to an object being pulled. ● Personal agendas
✓ A person pushing an object. ● Project-based learning
✓ A person stopping a rolling ball. ● Tiered activities/assignments
✓ Two objects colliding and pushing on each other​. ● Varying organizers for instructions
Low-Prep Differentiation:
Part B: ● Clubbing activities
Students who un​derstand the concepts are able to: ● Exploration by interest
● With guidance, design simple tests to gather evidence to support or ● Flexible groupings
refute ideas about cause-and-effect relationships.
● Analyze data from tests of an object or tool to determine if it works as
intended.
English Language Learners:
● Analyze data from tests of two objects designed to solve the same
problem to compare the strengths and weaknesses of how each ● Subgroup Accommodations and Modifications
performs. ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● Analyze data to determine whether a design solution works as intended & Mainstream Learners)
to change the speed or direction of an object with a push or a pull.
● Examples of problems requiring a solution could include having a Students at Risk for Failure:
marble or other object move a certain distance, follow a particular path,
and knock down other objects. ● Subgroup Accommodations and Modifications
● Examples of solutions could include tools such as a ramp to increase the ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
speed of the object and a structure that would cause an object such as a & Mainstream Learners​}
marble or ball to turn. ​(Assessment does not include friction as a
mechanism for change in speed.)
Gifted and Talented
Summative Assessments:
● Subgroup Accommodations and Modifications
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● Unit Projects
& Mainstream Learners)
● Summative tests
● Debates
● Demonstrations Students with 504 Plans

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Portfolio ● Subgroup Accommodations and Modification
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
& Mainstream Learners)
Benchmark Assessments:
● Initial Benchmark: 3rd Week of September
● Mid-year Benchmark: 4th Week of January
● End of year Benchmark: Last week in May

Alternative Assessments:
● Choice Projects
● Portfolios
● Arguments Writing Assignments
● Notebook assessments

Core Instructional and Supplemental Materials Core Instructional, Supplemental, Instructional,

Professional Resources: and Intervention Resources

Core Professional Resources: Core Instructional Resources:

● NSTA Web Seminar: Teaching NGSS in Elementary ● Push Pull-Changing Direction:
School—Kindergarten ● Marble Roll​:
○ Resource C​ollection ● Roller Coaster​:
○ C​ommunity Forums ● Ramps 2: Ramp Builder:
● Teaching NGSS in K-5: Constructing Explanations from ● Going from Here to There by Sara Hoofman (Level B)
Evidence ● Push and Pull by Cecilia Minden (Level D)
○ Resource C​ollection Speed by Mary Lindeen (Level J)
○ C​ommunity Forums ● Staying Still by Sara Hoffmann (Level B)
● NSTA Web Seminar: Motion and Stability: Forces and ● Stop and Go, Fast and Slow (Level D)
Interactions ● Any appropriate grade K book applicable to the unit chosen by the
○ Resource C​ollection teacher
○ C​ommunity Forums
Supplemental Resources:
Supplemental Professional Resources:
Suggested Lessons for Differentiation with Small Groups:
● The NGSS @NSTA ● All Standards, All Students​/C
​ ase Studies
● Better Lessons ● (​Restructure Lessons with UDL​)
● Science Day ● Project Based science learning to connect science with observable
● TBA Moodle penoma​.
● PBS Kids ● Newsela

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Magic School Bus ● Brainpop
● Story Bots Video ● Gravity by Chin (Level F)
● Push and Pull by Murphy (Level G)
● Push or Pull by Canizares (Level G)
● Fun with Simple Machines by Tarlow (Level C)

Intervention Resources:
● Graphic Organizers
● Scaffolded Notes
● Closed Notes
● Shared Notes and slide presentations
● Study guides
● Newsela
● Brain Pop JR.

Interdisciplinary Connections Integration of Technology through NJSLS

● Correlates to routines unit in math, rules and community units in social ● Create a word study word sort in Inspiration.
studies Identify classroom routines in other subject areas: math, science, ● Listen to books on CDs, tapes, videos or podcasts if available.
and social studies. ● Listen to books on websites (pbskids.org/lions/index.html,
● In Social Studies discuss routines in the community storylineonline.net, storyit.com, Elementary Connections Page)
● Understand what it means to “read close” in social studies, science, and ● Use document camera or overhead projector for shared reading of texts.
foreign language. Ongoing:
● Offer short, nonfiction picture books and nonfiction articles on science, ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies, and foreign language related activities to encourage building ● Listen to books on websites (pbskids.org/lions/index.html,
background knowledge and independent reading about topics of interest storylineonline.net, storyit.com, Elementary Connections Page)
to students. ● Use document camera or overhead projector for shared reading of texts.
● Encourage students to respond to texts in their specific subject area Other:
notebooks as they reflect on what they have been reading. ● Use Microsoft Word, Inspiration, or Smart Board Notebook software to
● Highlight texts, themes, and reflections that connect to themes related to write the words from their word sorts.
the Holocaust; i.e. power, bullying, empathy, and social activism. ● Use Inspiration to create a double timeline looking at plot events and
character motivation.

Integration of 21st Century Themes and Skills Media Literacy Integration

● Financial, Economic, Business, and Entrepreneurial Literacy ● Ask students to look for specific things when they view videos or read
● Civic Literacy print material, and then ask questions about those items
● Health Literacy ● Build on the intuitive knowledge students have gained from media about
● Social Justice Literacy the story and character
● Creativity and Innovation ● Clarify the distinction between fiction and nonfiction in different types
● Critical Thinking and Problem Solving Communication and of media reporting on the same topic
Collaboration Information Literacy ● Use print materials to practice reading and comprehension skills
● Media Literacy
● Life and Career Skills

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Career Education Global Perspective
● New Jersey Educational Field Trip ● National Hispanic-Latino Heritage Month
● Skype with a scientist ● National Disability Employment Awareness Month
● Beach Clean Trip ● National American Indian Heritage Month
● National Geo School Time Presentations ● Black History Month
● STEM Europe Trip ● National Women’s History Month,
● National Irish-American Heritage Month
● National Italian American Heritage Month
● Asian Pacific American Heritage
● Older Americans’ Month
● Jewish American Heritage Month
● Week of Respect
● Red Ribbon Week
● International Dot Day (September 16)
What It Looks Like in the Classroom
In this unit of study, students plan and carry out investigations in order to understand the effects of different strengths and different
directions of pushes and pulls on the motion of an object. Students will also engage in a portion of the e​ ngineering design process ​to
determine whether a design solution works as intended to change the speed or direction of an object.
Scientists often design simple tests in order to gather evidence that can be used to understand cause-and-effect relationships. In this unit’s
progression of learning, kindergarteners need adult guidance to collaboratively plan and conduct simple investigations to discover and
compare the effects of pushes and pulls on the motion of an object. Students will need opportunities to push and pull a variety of objects,
such as balls, toy cars, pull toys, cans, tops, and boxes. Students should push/pull these objects first with varying strengths, and then in a
variety of directions. They should also explore the effects of pushing objects into one another, as well as into walls and other stationary
objects. Students should record their observations using pictures and words, and should participate in class discussions on the effects of
varying the strength or direction of a push or pull on an object.

As students engage in these types of simple force and motion investigations, they will learn that:
✓ Pushes and pulls can have different strengths and directions.
✓ Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
✓ When objects touch or collide, the object’s motion can be changed.
✓ The force of the push or pull will make things speed up or slow down more quickly.
To enhance students’ experiences, teachers can schedule time for students to investigate these force and motion concepts using playground
equipment, such as swings, seesaws, and slides. Teachers can also use trade books and multimedia resources to enrich students’
understanding. As students participate in discussions, they should be encouraged to ask questions, share observations, and describe
cause-and-effect relationships between forces (pushes and pulls) and the motion of objects.
As students come to understand the force and motion concepts outlined above, they should engage in the e​ ngineering design process a​s
follows.
• Students are challenged to design a simple way to change the speed or direction of an object using a push or pull from another object.
• As a class, students determine what the design should be able to do (criteria). For example:
✓ An object should move a second object a certain distance;

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ✓ An object should move a second object so that the second object follows a particular path;
✓ An object should change the direction of the motion of a second object; and/or
✓ An object should knock down other specified objects.
• Students determine the objects that will move/be moved (balls, ramps, blocks, poker chips) and the types of structures (ramps or
barriers) and materials (rubber bands, paper tubes, cardboard, foam, wooden blocks) that can be used to meet this challenge.
• Groups of students then develop a simple drawing or diagram and use given materials to build their design. Groups should be given a
predetermined amount of time to draw and build their designs.
• Groups share their designs with the class, using their drawings or diagrams, and then test their designs.
• Students make and use observations to determine which of the designs worked as intended, based on the criteria determined by the class.

While engaging in this process, students should use evidence from their observations to describe how forces (pushes and pulls) cause changes
in the speed or direction of an object.
In this unit of study, students learn that problem situations can be solved through engineering, and that because there is always more than
one possible solution to a problem, it is useful to compare and test designs. Students will use what they have learned about the effect of
pushes and pulls of varying strength and direction on the motion of an object to determine whether a design solution works as intended. This
process is outlined in greater detail in the previous section.
Research on Student Learning
Students tend to think of force as a property of an object ("an object has force," or "force is within an object") rather than as a relation
between objects. In addition, students tend to distinguish between active objects and those objects that support or block or otherwise act
passively. Students tend to call the active actions "force" but do not consider passive actions as "forces" (​NSDL, 2015​).
Prior Learning
N/A
Future Learning
Grade 3 Unit 2: Forces and Motion
● Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it,
but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of
motion. (​ Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)
● The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern,
future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are
not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)
● Each force acts on one particular object and has both strength and direction. An object at rest typically has multiple forces acting on it,
but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of
motion. (Boundary: Qualitative and conceptual, but not quantitative, addition of forces is used at this level.)
• The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern,
future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are
not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)
• Objects in contact exert forces on each other.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
• Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each
situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation
relative to each other.
Grade 4 Unit 5: Transfer of Energy
• Energy can be moved from place to place by moving objects or through sound, light, or electric currents.
By the end of the 3–5 grade span, students will know that:
• Possible solutions to a problem are limited by the available materials and resources (constraints) identified. The success of a designed
solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on
the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
• Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it
performs under a range of likely conditions.
• At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can
lead to improved designs.
• Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
• Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
Connections to Other Units
N/A
Connecting with English Language Arts/Literacy and Mathematics
English Language Arts
In order to integrate English Language Arts into this unit, students need the opportunity to participate in shared research that will enhance
their understanding of the effect of forces (pushes and pulls) on objects. This could include exploring simple books and other media or digital
resources. With prompting and support, students should ask and answer questions about key details in texts in order to seek help, get
information, or clarify something that they do not understand. With support from adults, students will also recall information from
experiences to answer questions and clarify their thinking. With support and/or collaboration, they can use digital tools to produce and
publish simple informative writing or to document their observations of the simple force and motion systems they design and build.

Mathematics
During this unit of study, students will make connections to Mathematics in a number of ways. Kindergartners can use simple nonstandard
units to measure the distances that two different objects travel when pushed or pulled or the distances that an object travels when varying the
strength of a push or a pull. If using two objects, students can compare them using a measurable attribute, such as weight, to see which object
has “more of” or “less of” the attribute, and describe the effect that increased weight has on the distance that an object travels. As students
conduct multiple trials with the two objects (or with a single object, varying the strength of the push or pull), they can document the distance
traveled in a simple graph. Then they can analyze the data in order to describe the cause-and-effect relationship between forces and motion of
objects. As students collect and analyze data, they are learning to reason abstractly and quantitatively and use appropriate tools strategically.
Sample of Open Education Resources
Push Pull-Changing Direction:​ ​Students investigate the interactions between colliding objects using pushes and pulls. Students play a game
of kickball and observe how the ball is pushed, pulled, started, stopped, or collided with other objects and how it changed position and speed.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
As a group, students will then brainstorm about other objects being pushed, pulled or colliding and then choose one of those objects to
investigate.
Marble Roll​: ​This is an assessment probe from the book Uncovering Student Ideas in Primary Science Vol. 1 that is used to elicit children's
descriptions of motion. The probe is designed to reveal how students describe the path of a moving object as it leaves a winding track.
Roller Coaster​: T
​ here are two parts to this lesson from the book More Picture Perfect Science Lessons. In the first part learners explore ways
to change the speed and direction of a rolling object by building roller coasters out of pipe insulation after reading the book, Roller Coaster
by Marla Frazee. In the second part students read I Fall Down by Vicki Cobb and then investigate the idea that gravity affects all objects
equally by conducting dropping races with everyday items.
Ramps 2: Ramp Builder​:​ ​This is a multi-day lesson plan that has students design, build, and test their own ramps. Students are introduced to
a variety of materials and explore putting them together. Students engage in an inquiry-based learning experience to reinforce math, science,
and technology. They create plans for ramps by evaluating a variety of materials provided to them.
Teacher Resources:

NSTA Web Seminar: Teaching NGSS in Elementary School—Kindergarten

The seminar was led by expert teachers Carla Zembal-Saul, Professor of Science Education, Penn State University; Mary Starr, Executive
Director, Michigan Mathematics and Science Centers Network; and Kathy Renfrew, K-5 Science Coordinator, VT Agency of Education.
Carla, Mary and Kathy engaged with participants to gauge their familiarity with N ​ GSS​ for kindergarten, and provided a number of example
activities and videos on how to implement it, e.g., different approaches to teaching weather and climate core ideas. The web seminar was then
wrapped up by Ted Willard, who suggested a number of resources and events for participants to further develop their understanding
of ​NGSS​ for kindergarten, as well as other grade levels.
View the resource c​ ollection​.
Continue discussing this topic in the c​ ommunity forums.
NSTA Web Seminar: T ​ eaching NGSS in K-5: Constructing Explanations from Evidence
Carla Zembal-Saul, Mary Starr, and Kathy Renfrew, provided an overview of the ​NGSS​ for K-5th grade. The web seminar focused on the
three dimensional learning of the N​ GSS​, while introducing CLAIMS-EVIDENCE-REASONING (CER) as a framework for introducing
explanations from evidence. The presenters highlighted and discussed the importance of engaging learners with phenomena, and included a
demonstration on using a KLEWS chart to map the development of scientific explanations of those phenomena.
To view related resources, visit the r​ esource c​ ollection​.
Continue discussing this topic in the​ ​community forums​.
NSTA Web Seminar: Motion and Stability: Forces and Interactions
The presenters were Alicia Alonzo from Michigan State University and Alex Robinson, a teacher at Thornapple Kellogg High School in
Middleville, Michigan. This was the fourth web seminar in a series focused on the disciplinary core ideas that are part of the N
​ ext Generation
Science Standards (NGSS)​. The program featured strategies for teaching about physical science concepts that answer questions such as "How
can one explain and predict interactions between objects and within systems of objects?"
Dr. Alonzo began the presentation by providing an overview of how disciplinary core ideas fit into the overall structure of N
​ GSS​. Then she
and Mr. Robinson discussed common student preconceptions related to Motion and Stability: Forces and Interactions. They also showed
how this disciplinary core idea progresses across grade bands. Participants had the opportunity to ask questions and discuss ideas for
classroom application with other participating teachers.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
View the ​resource c​ ollection​.
Continue discussing this topic in the ​community forums.
Appendix A: NGSS and Foundations for the Unit
Plan and conduct an investigation to compare​​the effects of​d ​ ifferent strengths or different directions of pushes and pulls on the motion of an
object. ​​[Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball,
and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time.
Assessment does not include non-contact pushes or pulls such as those produced by magnets.]​ (​ ​K-PS2-1​)
Analyze data to determine if​​a design solution works as intended​​to change​t​he speed or direction of an object with a push or a pull. ​[​Clarification Statement:
Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of
solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary:
Assessment does not include friction as a mechanism for change in speed.] ​(K ​ -PS2-2​)
Ask questions, make observations, and 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. (​K-2-ETS1-1​)
The performance expectations above were developed using the following elements from the NRC document: A
​ Framework for K-12 Science
Education​:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out PS2.A: Forces and Motion Cause and Effect
Investigations
• Pushes and pulls can have different • Simple tests can be designed to gather
• With guidance, plan and conduct an strengths and directions. (K-PS2-1), evidence to support or refute student
investigation in collaboration with (K-PS2-2) ideas about causes. (K-PS2-1),
peers. (K-PS2-1) (K-PS2-2)
• Pushing or pulling on an object can
Analyzing and Interpreting Dat​a change the speed or direction of its Structure and Function
motion and can start or stop it.
• Analyze data from tests of an object or • The shape and stability of structures of
(K-PS2-1), (K-PS2-2)
tool to determine if it works as natural and designed objects are related
intended. (K-PS2-2) PS2.B: Types of Interactions to their function(s). (K-2-ETS1-1)
Asking Questions and Defining • When objects touch or collide, they ---------------------------------
Problems push on one another and can change
Connections to the Nature of Science
motion. (K-PS2-1)
• Ask questions based on observations to
​Scientific Investigations Use a Variety
find more information about the PS3.C: Relationship Between Energy
of Methods
natural and/or designed world(s). and Forces
(K-2-ETS1-1) • Scientists use different ways to study
• A bigger push or pull makes things
the world. (K-PS2-1)
• Define a simple problem that can be speed up or slow down more
solved through the development of a quickly. (​ secondary to K-PS2-1)
new or improved object or tool.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 (K-2-ETS1-1) ETS1.A: Defining Engineering
Problems
Developing and Using Models
• A situation that people want to change
• Develop a simple model based on
or create can be approached as a
evidence to represent a proposed object
problem to be solved through
or tool. (K-2-ETS1-2)
engineering. Such problems may have
many acceptable solutions. ​(secondary
to K-PS2-2)
ETS1.A: Defining and Delimiting
Engineering Problems
• A situation that people want to change
or create can be approached as a
problem to be solved through
engineering. (K-2-ETS1-1)
• Asking questions, making observations,
and gathering information are helpful
in thinking about problems.
(K-2-ETS1-1)
• Before beginning to design a solution,
it is important to clearly understand
the problem. (K-2-ETS1-1)

Unit 3: Effects of the Sun Grade: K

Unit Overview: ​How can we use science to keep a playground cool in the summertime?

During this unit of study, students apply an understanding of the effects of the sun on the Earth’s surface. The crosscutting concepts of c​ ause
and effect​ and s​ tructure and function​ are called out as organizing concepts for this disciplinary core idea. Students are expected to demonstrate
grade-appropriate proficiency in ​developing and using models​; ​planning and carrying out investigations​; ​analyzing and interpreting data​; and
designing solutions​. Students are also expected to use these practices to demonstrate understanding of the core ideas.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
This unit is based on K-PS3-1, K-PS3-2, K-2-ETS1-1, K-2-ETS1-2, and K-2-ETS1-3.

NJ Student Learning Standards

(​K-PS3-1​) Make observations to determine​t​he effect of​s​unlight on Earth’s surface.​[​Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks,
and water.] [​Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.​]
(​K-PS3-2​) Use tools and materials provided to design and build a structure​​that will reduce​t​he warming effect of sunlight on Earth’s surface​.*​​[Clarification
Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]
(​K-2-ETS1-1​) Ask questions, make observations, and gather information about​​a situation people want to change​t​o define a simple problem that can be solved
through the development of a new or improved object or tool.
(​K-2-ETS1-2​) Develop a simple​​sketch, drawing, or physical model to illustrate how​​the shape of an object helps it function​a​s needed to solve a given problem.

Connections to other DCIsin Kindergarten

K.ETS1.A ​(K-PS3-2)
K.ETS1.B ​(K-PS3-2)

Articulation of DCIs across grade levels:

1.PS4.B (​K-PS3-1), (K-PS3-2)
2.ETS1.B ​(K-PS3-2)
3.ESS2.D ​(K-PS3-1)
4.ETS1.A (​K-PS3-2)
K.ETS1.A ​(1-PS4-4)

Companion Standards: English Language Arts/Literacy

W.K.7 P ​ articipate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS3-1),(K-PS3-2)
K.MD.A.2 D ​ irectly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-
PS3-1)
RI.2.1 A ​ sk and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)
W.2.6 ​With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3)
W.2.8 ​Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3) S​ L.2.5 ​Create audio recordings of
stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2)

Companion Standards: Mathematics

K.MD.A.2 D ​ irectly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
(K-PS3-2)
MP.2 ​Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3)
MP.4 ​Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3)
MP.5 ​Use appropriate tools strategically. (K-2-ETS1-1),(K-2-ETS1-3)
2.MD.D.10 D ​ raw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3)

NGSS Disciplinary Core Ideas

PS3 - Energy
B. Conservation of Energy and Energy Transfer
ETS​-​ Engineering Design
A. Defining Engineering Problems
B. Designing Solutions to Engineering Problems
C. Optimizing the Design Solution

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
8.1 Educational Technology
8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming
Career Ready Practices
9.1 Personal Finance Literacy
9.2 Career Awareness, Exploration, and Preparation
9.3 Career and Technical Education
Careers (Description of a career that relates to this unit)
Unit Sequence
Part A: ​How does sunlight affect the playground? Part B: Imagine that we have been asked to design a new
playground. How would we keep the sand, soil, rocks, and water found
on the playground cool during the summer?
• Scientists use different ways to study the world. • Events have causes that generate observable patterns.
• Events have causes that generate observable patterns. • The shape and stability of structures of natural and designed objects are related
• Sunlight warms Earth’s surface. to their function(s).
• 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.
• Because there is always more than one possible solution to a problem, it is
useful to compare and test designs.
• Sunlight warms Earth’s surface.
Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments: Special Education:

Part A: ● Curricular Modifications and Guidance for Students Educated in
Students who understand the concepts are able to: Special Class Settings
● Observe patterns in events generated by cause-and-effect relationships. ● Subgroup Accommodations and Modifications
● Make observations (firsthand or from media) to collect data that can be ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
used to make comparisons. & Mainstream Learners)
● Make observations to determine the effect of sunlight on Earth’s Differentiation:
surface. (Assessment of temperature is limited to relative measures such ● Preview content and concepts
as warmer/cooler.) ● Behavior management plan
● Examples of Earth’s surface could include: ● Highlight text
○ Sand ● Small group setting
○ Soil High-Prep Differentiation:
○ Rocks ● Alternative formative and summative assessments
○ Water ● Guided Reading
Part B: ● Personal agendas
Students who understand the concepts are able to: ● Project-based learning
● Observe patterns in events generated by cause-and-effect relationships. ● Tiered activities/assignments
● Describe how the shape and stability of structures are related to their ● Varying organizers for instructions

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 function. Low-Prep Differentiation:
● Use tools and materials provided to design and build a device that solves ● Clubbing activities
a specific problem or a solution to a specific problem. ● Exploration by interest
● Use tools and materials to design and build a structure (e.g., umbrellas, ● Flexible groupings
canopies, tents) that will reduce the warming effect of sunlight on an
area.
● Develop a simple model based on evidence to represent a proposed
English Language Learners:
object or tool.
● Develop a simple sketch, drawing, or physical model to illustrate how ● Subgroup Accommodations and Modifications
the shape of an object helps it function as needed to solve a given ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
problem. & Mainstream Learners)
● Analyze data from tests of an object or tool to determine if it works as
intended. Students at Risk for Failure:
● Analyze data from tests of two objects designed to solve the same
problem to compare the strengths
● Subgroup Accommodations and Modifications
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
Summative Assessments: & Mainstream Learners​}

●
●
Unit Projects
Summative tests
Gifted and Talented
● Debates
● Demonstrations ● Subgroup Accommodations and Modifications
● Portfolio ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
& Mainstream Learners)

Benchmark Assessments:
Students with 504 Plans
● Initial Benchmark: 3rd Week of September
● Mid-year Benchmark: 4th Week of January ● Subgroup Accommodations and Modification
● End of year Benchmark: Last week in May ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
& Mainstream Learners)

Alternative Assessments:
● Choice Projects
● Portfolios
● Arguments Writing Assignments
● Notebook assessments

Core Instructional and Supplemental Materials Core Instructional, Supplemental, Instructional,

Professional Resources: and Intervention Resources

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Core Professional Resources: Core Instructional Resources:
● Using the N
​ GSS​Practices in the Elementary Grades ● Casting Shadows Across Literacy and Science​:
○ Resource C​ollection ● A​ Big Star:
○ C​ommunity Forums ● The Warmth of the Sun​:
● Teaching ​NGSS​in K-5: Constructing Explanations from ● The Sun Lesson Plan​:
Evidence ● Cooler in the Shadows​:
○ Resource C​ollection ● Cooler in the Shadows​:
○ C​ommunity Forums ● Day and Night by Conrad Storad (Level E)
● Appendix I – Engineering Design in the NGSS ● Daylight and Darkness by Mary Lindeen (Level I)
● NGSS ​Core Ideas: Energy ● Here Comes The Sun by Dona Herweck Rice (Level C)
○ Resource C​ollection ● Playing With Solar Heat by Brooke Rowe (Level C)
○ C​ommunity Forums ● Sun by Vanessa Black (Level F)
● What Does Sunlight Do? Jennifer Boothroyd (Level H)
● Any appropriate grade K book applicable to the unit chosen by the
Supplemental Professional Resources: teacher

● The Next Generation Science Standards

● The NGSS @NSTA Supplemental Resources:
● Better Lessons
● Science Day Suggested Lessons for Differentiation with Small Groups:
● Lesson Plans K-4 ● All Standards, All Students​/C
​ ase Studies
● Magic School Bus ● (​Restructure Lessons with UDL​)
● Story Bots Video ● Project Based science learning to connect science with observable
penoma
● Newsela
● Brainpop
● Sun by Hernanadez (Level H)
● Harbor by Crews (Level G)
● Up, Up, andAway by Scott (Level H)
● What Do Wheels Do All Day? By Prince (Level F)

Intervention Resources:
● Graphic Organizers
● Scaffolded Notes
● Closed Notes
● Shared Notes and slide presentations
● Study guides
● Newsela
● Brain Pop JR.

Interdisciplinary Connections Integration of Technology through NJSLS

Revised March 2020
Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Correlates to routines unit in math, rules and community units in social ● Create a word study word sort in Inspiration.
studies Identify classroom routines in other subject areas: math, science, ● Listen to books on CDs, tapes, videos or podcasts if available.
and social studies. ● Listen to books on websites (pbskids.org/lions/index.html,
● In Social Studies discuss routines in the community storylineonline.net, storyit.com, Elementary Connections Page)
● Understand what it means to “read close” in social studies, science, and ● Use document camera or overhead projector for shared reading of texts.
foreign language. Ongoing:
● Offer short, nonfiction picture books and nonfiction articles on science, ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies, and foreign language related activities to encourage building ● Listen to books on websites (pbskids.org/lions/index.html,
background knowledge and independent reading about topics of interest to storylineonline.net, storyit.com, Elementary Connections Page)
students. ● Use document camera or overhead projector for shared reading of texts.
● Encourage students to respond to texts in their specific subject area Other:
notebooks as they reflect on what they have been reading. ● Use Microsoft Word, Inspiration, or Smart Board Notebook software to
● Highlight texts, themes, and reflections that connect to themes related to write the words from their word sorts.
the Holocaust; i.e. power, bullying, empathy, and social activism. ● Use Inspiration to create a double timeline looking at plot events and
character motivation.

Integration of 21st Century Themes and Skills Media Literacy Integration

● Financial, Economic, Business, and Entrepreneurial Literacy ● Ask students to look for specific things when they view videos or read
● Civic Literacy print material, and then ask questions about those items
● Health Literacy ● Build on the intuitive knowledge students have gained from media about
● Social Justice Literacy the story and character
● Creativity and Innovation ● Clarify the distinction between fiction and nonfiction in different types
● Critical Thinking and Problem Solving Communication and Collaboration of media reporting on the same topic
Information Literacy ● Use print materials to practice reading and comprehension skills
● Media Literacy
● Life and Career Skills
Career Education Global Perspective
● New Jersey Educational Field Trip ● National Hispanic-Latino Heritage Month
● Skype with a scientist ● National Disability Employment Awareness Month
● Beach Clean Trip ● National American Indian Heritage Month
● National Geo School Time Presentations ● Black History Month
● STEM Europe Trip ● National Women’s History Month,
● National Irish-American Heritage Month
● National Italian American Heritage Month
● Asian Pacific American Heritage
● Older Americans’ Month
● Jewish American Heritage Month
● Week of Respect
● Red Ribbon Week
● International Dot Day (September 16)
What It Looks Like in the Classroom
In this unit of study, students investigate the effects of the sun on the surface of the Earth. Throughout the unit, students make observations
in order to describe patterns of change. With adult support, they design and build a structure that will reduce the warming effect of sunlight,
and then conduct tests to determine if the structure works as intended.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Scientists use different ways to study the world. In this unit’s progression of learning, students work like scientists to investigate the warming
effect of sunlight on the surface of the Earth. They will conduct simple investigations in order to make observations and collect data that can
be used to make comparisons. Students should test a variety of materials that are found naturally on the surface of the Earth, including sand,
soil, rocks, and water. Samples of each of these materials can be placed on two separate paper plates or shallow plastic containers; one
container can be placed in direct sunlight, and the other can be placed out of direct sunlight. After a period of time, students should compare
the relative temperature of each. Students should record their observations, then analyze and compare the data to determine if there is a
pattern. They should draw the conclusion that the sun has the same warming effect on all the materials found on the surface of the Earth.
As students come to understand that the sun warms the surface of the Earth, they should engage in the engineering design process as follows:
● Students are challenged to design and build a structure that will reduce the warming effects of the sun.
● Students brainstorm a list of objects that reduce the warming effects of the sun (e.g., shade trees, umbrellas, large hats, canopies).
● As a class, students determine what the design should be able to do (criteria). For example:
✓ The structure must reduce the warming effects of the sun.
✓ The structure should be built using materials provided by the teacher.
✓ The structure should be easy to carry and fit through the doorway of the classroom.
● Groups of students then use simple drawings or diagrams to design a structure, and use given tools and materials to build their design.
Groups should be given a predetermined amount of time to draw and build their designs.
● Groups share their designs with the class, using their drawings or diagrams, and then test their designs outside. (Groups can place their
structures in a sunny area, then compare the relative temperature of the ground under the structure and the ground in direct sunlight.).
● Students make and use observations to determine if the designs worked as intended, then compare the strengths and weaknesses of how
each design performed.
While engaging in this process, students should use evidence from their observations to describe how their structures reduced the warming
effect of sunlight.

Through this process, students learn that the shape and stability of structures of designed objects are related to their function. They will use
tools and materials to design and build their structures. Because there is always more than one possible solution to a problem, students will
test and compare their designs, then analyze data to determine if their structures work as intended.
Research on Student Learning
N/A
Prior Learning
N/A
Future Learning
Grade​1 Unit 4: Light and Sound
● Objects can be seen if light is available to illuminate them or if they give off their own light.
● Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark
shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam.
Grade​2: Relationships in Habitats

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
● 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.​(secondary)
Grade 3 Unit 1: Weather and Climate
● Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather
might happen next.
● Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.
Grade​4 Unit 7: Using Engineering Design with Force and Motion Systems
● Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is
determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of
how well each one meets the specified criteria for success or how well each takes the constraints into account. ​(secondary)
Connections to Other Units
In​ Unit 1, Pushes and Pulls, Unit 3, Weather; a​nd​ Unit 5, Humans;​students will use the following engineering principles:
● A situation that people want to change or create can be approached as a problem to be solved through engineering.
● Asking questions, making observations, and gathering information are helpful in thinking about problems.
● Before beginning to design a solution, it is important to clearly understand the problem.
● 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.
● Because there is always more than one possible solution to a problem it is useful to compare and test designs.
Connecting with English Language Arts/Literacy and Mathematics
English Language Arts
With guidance and support from adults, students recall information from experiences and gather information from books (read-alouds, big
books) and other resources about the warming effects of the sun. Strategies such as Think-Pair-Share can be used to encourage students to
think about and use information from books to answer questions and share their thinking. Kindergartners can add drawings or other visual
displays to descriptions to provide additional detail about the structures they built to reduce the warming effects of the sun. With guidance
and support from adults, students produce and publish their descriptions and observations of the structures they designed and built.

Mathematics
Students make comparisons of objects using relative temperature [hotter, colder, warmer, cooler] and describe the objects as warmer or
cooler. Students can classify the objects into categories (warmer/cooler), then count and compare the number of objects in each category.
Data should be organized and compared so that students understand that placing objects in the sun generates an observable pattern of change
(i.e., the objects get warmer). Kindergarteners attend to the meaning of various quantities using a variety of measurement tools, such as
thermometers ​without scale markings​, to determine if an object has gotten warmer when placed in the sun. They mathematically represent
real-world information by organizing their data into simple graphs or charts or by diagramming the situation mathematically.
Sample of Open Education Resources
Casting Shadows Across Literacy and Science​:​ This lesson introduces shadows by taking students on a shadow walk. Ideally this should be
done on a sunny day in the schoolyard or neighborhood, but it can be a simple walk around the classroom.
A​ Big Star:​ This reading passage that explains what the sun is and that it provides heat to the Earth. This activity comes with comprehension

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
and critical thinking questions.
The Warmth of the Sun​: This lesson​ h ​ elps students broaden their understanding of the sun, particularly its critical role in warming the land,
air, and water around us.
The Sun Lesson Plan​: This lesson plan is adaptable to several grade band levels. The adjustments are included in the lesson plan along with
suggestions for extension activities.
Cooler in the Shadows​: This lesson includes several activities where students observe, explore, and analyze shadows. Students will make
inferences about the cause of shadows, The lesson is linked to NASA's MESSENGER spacecraft in its voyage to and around Mercury. This
lesson is designed to last 4 or more days. There are four different activities within the lesson. The teacher will need to gather some materials
prior to beginning the lesson.
Shadow Smile! - Part 6 | Sid the Science Kid:​ In this song, Miss Susie teaches the class about shadows and the necessary shade they provide for
people and animals in the heat! Learn how shadows are a result of an object getting in the way of the path of the sun and that the shadow it
casts over the ground provides shade.

Teacher Resources:

Using the N ​ GSS​Practices in the Elementary Grades

The presenters were H ​ eidi Schweingruber​ from the National Research Council, D ​ eborah Smith​ from Penn State University, and ​Jessica
Jeffries​ from State College Area School District. In this seminar the presenters talked about applying the scientific and engineering practices
described in A Framework for K–12 Science Education in elementary-level classrooms.
Continue the discussion in the​ c​ ommunity forums​.
Teaching ​NGSS​in K-5: Constructing Explanations from Evidence
Carla Zembal-Saul, Mary Starr, and Kathy Renfrew, provided an overview of the NGSS for K-5th grade. The web seminar focused on the
three dimensional learning of the NGSS, while introducing CLAIMS-EVIDENCE-REASONING (CER) as a framework for introducing
explanations from evidence. The presenters highlighted and discussed the importance of engaging learners with phenomena, and included a
demonstration on using a KLEWS chart to map the development of scientific explanations of those phenomena.
View the resource c​ ollection​.
Continue discussing this topic in the c​ ommunity forums​.
Appendix I – Engineering Design in the NGSS
Appendix I provides important information about how engineering design plays a key role in science education. Providing students a
foundation in engineering design allows them to better engage in and aspire to solve the major societal and environmental challenges they will
face in the decades ahead. We anticipate that the insights gained and interests provoked from studying and engaging in the practices of science
and engineering during their K-12 schooling should help students see how science and engineering are instrumental in addressing major
challenges that confront society today, such as generating sufficient energy, preventing and treating diseases, maintaining supplies of clean
water and food, and solving the problems of global environmental change (NRC 2012, p. 9).
NGSS ​Core Ideas: Energy
The presenter was Jeff Nordine of the San Antonio Children's Museum. Ramon Lopez from the University of Texas at Arlington provided
supporting remarks. The program featured strategies for teaching about physical science concepts that answer questions such as "How is
energy transferred between objects or systems?" and "What is meant by conservation of energy?"

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Dr. Nordine began the presentation by talking about the role of disciplinary core ideas within ​NGSS​ and the importance of energy as a core
idea as well as a crosscutting concept. He then shared physicist Richard Feynman's definition of energy and related it to strategies for teaching
about energy. Dr. Nordine talked about the elements of the energy core idea and discussed common student preconceptions.
Visit the​ resource c​ ollection​.
Continue discussing this topic in the c​ ommunity forums​.
Appendix A: NGSS and Foundations for the Unit
Make observations to determine​​the effect of​s​unlight on Earth’s surface.​​[Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.]
[​Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.​]​ (​K-PS3-1​)
Use tools and materials provided to design and build a structure​​that will reduce​t​he warming effect of sunlight on Earth’s surface​.*​[​Clarification Statement:
Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]​ (​K-PS3-2​)
Ask questions, make observations, and 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. (​K-2-ETS1-1​)
Develop a simple​​sketch, drawing, or physical model to illustrate how​t​he shape of an object helps it function​​as needed to solve a given problem. (​K-2-ETS1-2​)
Analyze data from tests of two objects designed to solve the same problem​t​o compare the strengths and weaknesses of how each performs. (​K-2-ETS1-3​)

The performance expectations above were developed using the following elements from the NRC document: A
​ Framework for K-12 Science
Education​:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out PS3.B: Conservation of Energy and Cause and Effect
Investigations Energy Transfer
● Events have causes that generate
● Make observations (firsthand or from ● Sunlight warms Earth’s surface. observable patterns.
media) to collect data that can be used (K-PS3-1),(K-PS3-2) (K-PS3-1),(K-PS3-2)
to make comparisons.​ (​K-PS3-1)
ETS1.A: Defining and Delimiting Structure and Function
Constructing Explanations and Engineering Problems
● The shape and stability of structures of
Designing Solutions
● A situation that people want to change natural and designed objects are related
● Use tools and materials provided to or create can be approached as a to their function(s). (K-2-ETS1-2)
design and build a device that solves a problem to be solved through
----------------------------------
specific problem or a solution to a engineering. (K-2-ETS1-1)
-
specific problem.​ (K-PS3-2)
● Asking questions, making observations,
C
​ onnections to Nature of Science​
Asking Questions and Defining and gathering information are helpful in
Problems thinking about problems. (K-2-ETS1-1) Scientific Investigations Use a Variety
of Methods
● Ask questions based on observations to ● Before beginning to design a solution, it
find more information about the is important to clearly understand the ● Scientists use different ways to study the
natural and/or designed world(s).

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 (K-2-ETS1-1) problem. (K-2-ETS1-1) world. (K-PS3-1)
● Define a simple problem that can be
solved through the development of a
new or improved object or tool.
(K-2-ETS1-1) ETS1.B: Developing Possible Solutions
● Designs can be conveyed through
sketches, drawings, or physical models.
Developing and Using Models
These representations are useful in
● Develop a simple model based on communicating ideas for a problem’s
evidence to represent a proposed object solutions to other people. (K-2-ETS1-2)
or tool. (K-2-ETS1-2)
ETS1.C: Optimizing the Design
Analyzing and Interpreting Data Solution
● Analyze data from tests of an object or ● Because there is always more than one
tool to determine if it works as possible solution to a problem, it is
intended. (K-2-ETS1-3) useful to compare and test designs.
(K-2-ETS1-3)

Unit 4: Basic Needs of Living Things Grade: K

Unit Overview: ​How do plants and get the things that they need to live and grow?

In this unit of study, students develop an understanding of what plants and animals need to survive and the relationship between their needs
and where they live. Students compare and contrast what plants and animals need to survive and the relationship between the needs of living
things and where they live. The crosscutting concepts of p​ atterns ​and s​ ystems and system models​ are called out as organizing concepts for these
disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in ​developing and using models​, ​analyzing and
interpreting data​, and e​ ngaging in argument from evidence​. Students are also expected to use these practices to demonstrate understanding of
the core ideas.
This unit is based on K-LS1-1, K-ESS3-1, and K-ESS2-2.
NJ Student Learning Standards
(​K-LS1-1​) Use observations to describe​​patterns of​​what plants and animals (including humans) need to survive. [​Clarification Statement: Examples of patterns could
include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all
living things need water.]

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
(​K-ESS3-1​) Use a model to represent the relationship between​​the needs of different plants and animals (including humans)​a​ nd the places they live.​​[Clarification
Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in
meadows. Plants, animals, and their surroundings make up a system.]
(​K-ESS2-2​) Construct an argument supported by evidence for how​p ​ lants and animals (including humans) can change the environment​​to meet their
needs.​​[Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break
concrete.]
Connections to other DCIs in Kindergarten grade:
N/A

Articulation of DCIs across grade levels:

1.LS1.A ​(K-LS1-1)
2.LS2.A ​(K-LS1-1)
3.LS2.C (​K-LS1-1)
3.LS4.B ​(K-LS1-1)
5.LS1.C (​K-LS1-1)
5.LS2.A ​(K-LS1-1)

Companion Standards: English Language Arts/Literacy

W.K.1 U ​ se a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book. (K-ESS2-2)
W.K.2 U ​ se a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some
information about the topic. (K-ESS2-2)
W.K.7 P ​ articipate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)
SL.K.5 ​Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
R.K.1 ​With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)

Companion Standards: Mathematics

K.MD.A.2 D ​ irectly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
(K-LS1-1)
MP.2​Reason abstractly and quantitatively. (K-ESS3-1)
MP.4 ​Model with mathematics. (K-ESS3-1)
K.CC C​ ounting and Cardinality (K-ESS3-1)

NGSS Disciplinary Core Ideas

LS1 – From Molecules to Organisms: Structures and Processes
C. Organization for Matter and Energy Flow in Organisms
ESS3 – Earth and Human Activity
A. Natural Resources
ESS2 – Earth’s Systems
E. Biogeology

8.1 Educational Technology

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming
Career Ready Practices
9.1 Personal Finance Literacy
9.2 Career Awareness, Exploration, and Preparation

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 9.3 Career and Technical Education
Careers (Description of a career that relates to this unit)
Unit Sequence
Part A:​W
​ hat do plants need to live and grow? Part B:​​ What is the relationship between what plants need and where
they live?
● Scientists look for patterns and order when making observations about the
● Systems in the natural and designed world have parts that work together.
world.
● Living things need water, air, and resources from the land, and they live in
● Patterns in the natural and human-designed world can be observed and
places that have the things they need.
used as evidence.
● Plants need water and light to live and grow.
Part C:​​How can plants change their habitat?
● Systems in the natural and designed world have parts that work together.
● Plants can change their environments.
● Things that people do to live comfortably can affect the world around them. People can make choices that reduce their impacts on the land, water, air, and other living
things. ​(The focus of this unit is on plants and animals. Even though this particular concept is part of K-ESS2-2, it will not be addressed in this unit of study, but will instead be
addressed in Unit 5, Humans.)
Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments: Special Education:

Part A: ● Curricular Modifications and Guidance for Students Educated in
Students who understand the concepts are able to: Special Class Settings
● Observe and use patterns in the natural world as evidence. ● Subgroup Accommodations and Modifications
● Use observations (firsthand or from media) to describe patterns in the ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
natural world in order to answer scientific questions. & Mainstream Learners)
● Use observations to describe patterns in what plants need to survive. Differentiation:
Examples of patterns could include: ● Preview content and concepts
○ Plants do not need to take in food. ● Behavior management plan
○ All plants require light. ● Highlight text
○ All living things need water. ● Small group setting
● Use observations to describe patterns in what animals need to survive. High-Prep Differentiation:
Examples of patterns could include: ● Alternative formative and summative assessments
○ Animals need to take in food, but plants do not. ● Guided Reading
○ Different kinds of food are needed by different types of ● Personal agendas
animals. ● Project-based learning
○ All living things need water. ● Tiered activities/assignments
Part B: ● Varying organizers for instructions
Students who understand the concepts are able to: Low-Prep Differentiation:
● Observe that systems in the natural and designed world have parts that ● Clubbing activities
work together. ● Exploration by interest
● Use a model to represent relationships between the needs of different ● Flexible groupings
plants and the places they live in the natural world. (Plants, animals, and

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 their surroundings make up a system.)
○ Examples of relationships could include that grasses need
English Language Learners:
sunlight, so they often grow in meadows.
○ Examples of models include diagrams, drawings, physical ● Subgroup Accommodations and Modifications
replicas, dioramas, dramatizations, or storyboards. ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● Use a model to represent the relationships between the needs of & Mainstream Learners)
different animals and the places they live in the natural world. (Plants,
animals, and their surroundings make up a system.) Students at Risk for Failure:
○ Examples of relationships could include that deer eat buds
and leaves and therefore usually live in forested areas. ● Subgroup Accommodations and Modifications
○ Examples of models include diagrams, drawings, physical ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
replica, dioramas, dramatizations, and storyboards. & Mainstream Learners​}
Part C:
Students who understand the concepts can:
● Observe that systems in the natural and designed world have parts that Gifted and Talented
work together.
● Use a model to represent relationships between the needs of different ● Subgroup Accommodations and Modifications
plants and the places they live in the natural world. (Plants, animals, and ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
their surroundings make up a system.) & Mainstream Learners)
○ Examples of relationships could include that grasses need
sunlight, so they often grow in meadows.
○ Examples of models include diagrams, drawings, physical Students with 504 Plans
replicas, dioramas, dramatizations, or storyboards.
● Subgroup Accommodations and Modification
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
Summative Assessments: & Mainstream Learners)

● Unit Projects
● Summative tests
● Debates
● Demonstrations
● Portfolio

Benchmark Assessments:
● Initial Benchmark: 3rd Week of September
● Mid-year Benchmark: 4th Week of January
● End of year Benchmark: Last week in May

Alternative Assessments:
● Choice Projects
● Portfolios
● Arguments Writing Assignments
● Notebook assessments

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Core Instructional and Supplemental Materials Core Instructional, Supplemental, Instructional,
Professional Resources: and Intervention Resources

Core Professional Resources: Core Instructional Resources:

● ​Teaching N
​ GSS​i​ n K-5: Making Meaning through Discours​e ● Read-Aloud Lesson: Where Do Polar Bears Live?
○ Resource collection ● "Good Night" & Where Do Polar Bears Live?
○ c​ ommunity forums. ● The Needs of Living Things
● Evaluating Resources for N ​ GSS​: The EQuIP Rubric ● Living Things and Their Needs:
○ Resource collection ● How do living things Interact:
○ c​ ommunity forums. ● How do living things Interact:
● NGSS​Crosscutting Concepts: Systems and System Models ● Curious George:
● Assessing Students’ Ideas About Plants​: ● From Seed to Fruit | Everyday Learning:
● The Early Years: The Sun's Energy ● Think Garden: The Importance of Water:
● Think Garden: Plant Structure:
● Living by Elizabeth Austen (Level B)
Supplemental Professional Resources: ● Sunflowers Need The Sun (Level C)
● We Breathe Air by Lily Henrietta (Level D)
● NGSS ● What Animals Need by Mary Lionden (Level I)
● TBA Moodle ● What Do Animals Eat? Ruby Maile (Level D)
● Better Lessons ● What Do Living Things Need? By Austen Elizabeth (Level C)
● Science Day ● What Plants Need by Mary Lindeen (Level H)
● PBS Kids ● Living Things by Avery (Level E)
● Magic School Bus ● Nat Geo Kids: Seed, Sprout, Pumpkin, Pie by Esbaum (Level J)
● Story Bots Video ● Any appropriate grade K book applicable to the unit chosen by the
teacher

Supplemental Resources:
Suggested Lessons for Differentiation with Small Groups:
● All Standards, All Students​/C
​ ase Studies
● (​Restructure Lessons with UDL​)
● Project Based science learning to connect science with observable
penoma
● Newsela
● Brainpop
● Dandelions by Lewin (Level H)
● Dolphin’s First Day by Posada (Level K)
● An Earthworm’s Life Zoehfeld (Level N)
● Eat Your Colors by Evans (Level D)
● Eating the Alphabet by Ehlert (Level N)
● Good Food by Regier (Level E)

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Grow Flower: Grow! By Bruce (Level D)
● Growing Vegetable Soup by Ehlert (Level B)

Intervention Resources:
● Graphic Organizers
● Scaffolded Notes
● Closed Notes
● Shared Notes and slide presentations
● Study guides
● Newsela
● Brain Pop JR.

Interdisciplinary Connections Integration of Technology through NJSLS

● Correlates to routines unit in math, rules and community units in social ● Create a word study word sort in Inspiration.
studies Identify classroom routines in other subject areas: math, science, and ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies. ● Listen to books on websites (pbskids.org/lions/index.html,
● In Social Studies discuss routines in the community storylineonline.net, storyit.com, Elementary Connections Page)
● Understand what it means to “read close” in social studies, science, and ● Use document camera or overhead projector for shared reading of texts.
foreign language. Ongoing:
● Offer short, nonfiction picture books and nonfiction articles on science, ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies, and foreign language related activities to encourage building ● Listen to books on websites (pbskids.org/lions/index.html,
background knowledge and independent reading about topics of interest to storylineonline.net, storyit.com, Elementary Connections Page)
students. ● Use document camera or overhead projector for shared reading of texts.
● Encourage students to respond to texts in their specific subject area Other:
notebooks as they reflect on what they have been reading. ● Use Microsoft Word, Inspiration, or Smart Board Notebook software to
● Highlight texts, themes, and reflections that connect to themes related to write the words from their word sorts.
the Holocaust; i.e. power, bullying, empathy, and social activism. ● Use Inspiration to create a double timeline looking at plot events and
character motivation.

Integration of 21st Century Themes and Skills Media Literacy Integration

● Financial, Economic, Business, and Entrepreneurial Literacy ● Ask students to look for specific things when they view videos or read
● Civic Literacy print material, and then ask questions about those items
● Health Literacy ● Build on the intuitive knowledge students have gained from media about
● Social Justice Literacy the story and character
● Creativity and Innovation ● Clarify the distinction between fiction and nonfiction in different types
● Critical Thinking and Problem Solving Communication and Collaboration of media reporting on the same topic
Information Literacy ● Use print materials to practice reading and comprehension skills
● Media Literacy
● Life and Career Skills
Career Education Global Perspective

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● New Jersey Educational Field Trip ● National Hispanic-Latino Heritage Month
● Skype with a scientist ● National Disability Employment Awareness Month
● Beach Clean Trip ● National American Indian Heritage Month
● National Geo School Time Presentations ● Black History Month
● STEM Europe Trip ● National Women’s History Month,
● National Irish-American Heritage Month
● National Italian American Heritage Month
● Asian Pacific American Heritage
● Older Americans’ Month
● Jewish American Heritage Month
● Week of Respect
● Red Ribbon Week
● International Dot Day (September 16)
What It Looks Like in the Classroom
“Kid Questions”
✓ How can you tell if something is alive?
✓ What do living things need to survive?
✓ Where do organisms live and why do they live there?
The unit should begin with observable phenomena. The purpose of presenting phenomena to students is to start them thinking and
wondering about what they observe. After students have observed the event, they can work individually, with partners, or in a small group to
develop questions about what they saw. The questions will lead them into investigational opportunities throughout the unit that will help
them answer their questions.
The questions students share about this unit will be used to guide them in identifying patterns of what plants and animals need to survive.
For example, a pattern may include the types of food that specific organisms eat or that animals consume food but plants do not.
Furthermore, students’ questions and investigations will also guide them in developing models that reflect their understanding of the
inter-relationship between an organism and its environment.
● Prior to starting the unit, display pictures of living and non-living things. Direct students to sort the pictures into two groups: living
and non-living. Ask students to explain how they decided which pictures represented living things and which represented non-living
things.
● Watch the PBS video “​Is It Alive?​” Stop after each picture and ask students if it’s alive or not. Ask them to explain how they can tell.
(This activity will also provide an opportunity to pre-assess students’ understandings and/or misconceptions. It will also provide an
opportunity for students to think about what having life means.)
● Watch the TeacherTube video “​Living or Non-Living?”​ (This activity provides similar experiences for students as the PBS video.
The difference is that after each picture and question, the narrator provides the answer with reasoning.)
In this unit’s progression of learning, students first learn that scientists look for patterns and order when making observations about the world
and those patterns in the natural world can be observed and used as evidence. Students conduct firsthand and media-based observations of a
variety living things and use their observations as evidence to support the concepts
✓ Plants do not need to take in food, but do need water and light to live and grow.
✓ All animals need food in order to live and grow, that they obtain their food from plants or from other animals, that different kinds
of food are needed by different kinds of animals, and that all animals need water.
After determining what plants need to survive, kindergarteners learn that plants are systems, with parts, or structures, that work together,

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
enabling plants to meet their needs in a variety of environments. The vast majority of plants have similar structures, such as roots, stems, and
leaves, but the structures may look different depending on the type or variety of plant. Although there are many varieties of plants, their
structures function in similar ways, allowing the plants to obtain the water and light they need to survive. In other words, each variety of plant
has structures that are well-suited to the environment in which it lives. As students learn about different types of plants and the environments
in which they live, they use models, such as diagrams, drawings, physical replicas, or dioramas, to represent the relationships between the needs
of plants and the places they live in the natural world. For example, grasses need sunlight, so they often grow in meadows. Cacti, which live in
places subject to drought, have thick, wide stems and modified leaves (spines) that keep water within the plant during long periods without
rain.
After determining what animals need to survive, kindergarteners learn that animals are systems that have parts, or structures, that work
together, enabling animals to meet their needs in a variety of environments. Many animals have similar structures, such as mouths or
mouthparts, eyes, legs, wings, or fins, but the structures may look different, depending on the type or species of animal. Although there are
many types of animals, their structures function in similar ways, allowing them to obtain the water and food they need to survive. In other
words, each type of animal has structures that are well-suited to the environment in which they live. As students learn about different types of
animals and the environments in which they live, they use models, such as diagrams, drawings, physical replicas, or dioramas, to represent the
relationships between the needs of animals and the places they live in the natural world. For example, deer eat buds and leaves; therefore, they
usually live in forested areas; pelicans eat fish, therefore they live near the shorelines of oceans or seas.

The final portion of the learning progression focuses on the understanding that plants and animals are system with parts, or structures, that
work together. Students use what they have learned about plants and animals to make further observations to determine ways in which plants
and animals change their environment to meet their needs. For example:
✓ Tree roots can break rocks and concrete in order to continue to grow, plants will expand their root systems in search of water that
might be found deeper in the earth, and plants can be found growing around and through man-made structures in search of light.
✓ A squirrel digs in the ground to hide food, and birds collect small twigs to build nests in trees. Students need opportunities to make
observations, and then, with adult guidance, to use their observations as evidence to support a claim for how an animal can change
its environment to meet its needs.
Students need opportunities make observations; then, with adult guidance, they can use their observations as evidence to support a claim
about how living things can change its environment to meet its needs.
Research on Student Learning
N/A
Prior Learning
N/A
Future Learning
Grade​1 Unit 3: Mimicking Organisms to Solve Problems
● All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves,
move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers,
fruits) that help them survive and grow.
Grade​2 Unit 1: Relationships in Habitats

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
● Plants depend on water and light to grow.
● Plants depend on animals for pollination or to move their seeds around.
Grade 3 Unit 7: Using Evidence to Understand Change in Environments
● Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and
reproducing.
● ​When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some
organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some
die.​(secondary)
Grade​4 Unit 1: Weathering and Erosion
● Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity
break rocks, soils, and sediments into smaller particles and move them around.
Grade​5 Unit 3: Energy and Matter in Ecosystems
● Plants acquire their material for growth chiefly from air and water.
● The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants
for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both
plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials
back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which
multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage
the balance of an ecosystem.
Grade 5 Unit 5: Earth Systems
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air),
and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes.
The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere
interact with the landforms to determine patterns of weather.
Connections to Other Units
● In U
​ nit 5, Basic Needs of Humans​, students will develop and understandings of what humans need to live and grow as well as the
relationship between their needs and where they live.
Connecting with English Language Arts/Literacy and Mathematics
English Language Arts
With adult support, kindergarteners use trade books (read-alouds and big books) to learn about plants and animals. With prompting and
support strategies, such as Think-Pair-Share, students can discuss what they have learned and read and answer questions using key details from
text.
As students learn about different types of plants, animals and the environments in which they live, they will use models, such as diagrams,
drawings, physical replicas, or dioramas, to represent the relationships between the needs of living things and the places they live in the natural
world. Using models in this way gives students an opportunity to use simple informative writing to provide additional detail that will enhance
their visual displays.

Mathematics

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
With adult support, kindergarteners use simple measurements to describe various attributes of plants and animals. Kindergarteners can use
simple, nonstandard units to measure the height of plants or the amount of water given to plants. For example, they might use Unifix cubes to
measure height or count the number of scoops of water given to a plant on a daily or weekly basis. Students should work in groups to measure
and record their data. They also measurements to describe various attributes of animals. Kindergarteners can use simple, nonstandard units to
measure such attributes as height, length, or weight. They can also count numbers of appendages or other body parts. They might use Unifix
cubes to measure height or length and wooden blocks to measure weight. Students should work in groups to measure and record their data.
With adult guidance and questioning, students can then learn to analyze their data. As students use data to compare the amount of growth
that occurs in plants that get varying amounts of water or sunlight, they are given the opportunity to reason abstractly and quantitatively. For
example, students can measure and compare the height of a sunflower grown in the shade compared to the height of a sunflower grown in the
sun, or they can count and compare the number of leaves on bean plants that receive different amounts of water daily. These investigations
will give students evidence to support claims about the needs of plants. Students should also have opportunities to solve one-step
addition/subtraction word problems based on their collected data.
Sample of Open Education Resources
Read-Aloud Lesson: Where Do Polar Bears Live?​ Students identify and recall characteristics that allow polar bears to survive in the extremely
cold Arctic environment.
"Good Night" & Where Do Polar Bears Live?​ This is a Paired Text activity that uses the “Where Do Polar Bears Live” read aloud and the
non-fiction text “Good Night” which addresses hibernation.
The Needs of Living Things​ This lesson plan has one level for Grades K-2 and another level for Grades 3-5. Students will learn about what
plants and animals need to survive and how habitats support those needs. They will also learn about how organisms can change their
environment.
Living Things and Their Needs: ​ This is an excellent resource that provides a Teacher Guide, videos, reading resources, and student activity
sheets. The objective of the lessons is for students to learn about living organisms and what they need to survive. These lessons can easily be
taught as an interdisciplinary set of learning experiences.
How do living things Interact:​ This unit plan is​ a​ bout unit plan about living things and environmental interactions
5E Science Lesson Plan:​ This Prezi presentation describes lesson ideas that support students’ understanding of living organisms. Lessons also
provide an opportunity for students to identify patterns that help them determine similarities and differences between plants and animals.
Curious George:​ Paper Towel Plans: This video from Curious George shows students helping bean seeds sprout outside of soil by meeting
their essential needs for moisture, temperature, air, and light. The children place the beans and a wet paper towel inside a zippered plastic bag
and leave them undisturbed in a warm, well-lighted place. After two weeks, the students return and observe that the beans have sprouted and,
like apple seeds, will one day grow to be fully developed plants.
From Seed to Fruit | Everyday Learning:​ Seed to Fruit takes children through the different stages of growth in the life of a cherry tomato plant.
Planting a seed in a cup and watching it grow over time is a wonderful way to introduce the life cycle to young children. This resource is part
of the KET Everyday Science for Preschoolers collection. This video is available in both English and Spanish audio, along with corresponding
closed captions.
Think Garden: The Importance of Water:​ This video from KET's Think Garden collection explores why plants need water to survive, and
how they tell us they're thirsty. Learn about the signs plants give when they've had too much or too little water and the part water plays in the
process of photosynthesis. See a quick, easy-to-understand animation explaining the water cycle and transpiration process. Also find out how
to improve water quality with rain gardens and how to conserve water with rain barrels. This video is available in both English and Spanish

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
audio, along with corresponding closed captions.
Think Garden: Plant Structure:​ This video from KET’s Think Garden collection examines plant structure by taking a closer look at the root
and shoots systems. Learn about roots, stems, leaves, flowers, seeds, and fruit through engaging illustrations and animations.

Teacher Resources:

​Teaching N ​ GSS​i​ n K-5: Making Meaning through Discourse

The presenters were C ​ arla Zembal-Saul​, (Penn State University), ​Mary Starr​, (Michigan Mathematics and Science Centers Network),
and K ​ athy Renfrew​ (Vermont Agency of Education). After a brief introduction about the Next Generation Science Standards (​NGSS​),
Zembal-Saul, Starr, and Renfrew gave context to the ​NGSS​ specifically for K-5 teachers, discussing three-dimensional learning, performance
expectations, and background information on the ​NGSS​ framework for K-5. The presenters also gave a number of examples and tips on how
to approach ​NGSS​ with students, and took participants' questions. The web seminar ended with the presentation of a number of
recommended NSTA resources for participants to explore. View the ​resource collection​.
Continue discussing this topic in the c​ ommunity forums​.
Evaluating Resources for ​NGSS​: The EQuIP Rubric
The presenters were B ​ rian J. Reiser​, Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University,
and J​ oe Krajcik​, Director of the CREATE for STEM Institute.
After a brief overview of the N ​ GSS,​ Brian Reiser, Professor of Learning Sciences, School of Education at Northwestern University and Joe
Krajcik, Director of CREATE for STEM Institute of Michigan State University introduced the Educators Evaluating Quality Instructional
Products (EQuIP) Rubric. T ​ he web seminar focused on how explaining how the EQuIP rubric can be used to evaluate curriculum materials,
including individual lessons, to determine alignment of the lesson and/or materials with the NGSS. Three-dimensional learning was defined,
highlighted and discussed in relation to the rubric and the NGSS. An emphasis was placed on how to achieve the conceptual shifts
expectations of NGSS and three-dimensional learning using the rubric as a guide. Links to the lesson plans presented and hard copies of
materials discussed, including the EQuIP rubric, were provided to participants. The web seminar concluded with an overview of NSTA
resources on the NGSS available to teachers by Ted, and a Q & A with Brian Reiser and Joe Krajcik. V ​ iew the ​resource c​ ollection​.
Continue discussing this topic in the c​ ommunity forums
NGSS​Crosscutting Concepts: Systems and System Models
The presenter was Ramon Lopez from the University of Texas at Arlington. Dr. Lopez began the presentation by discussing the importance
of systems and system models as a crosscutting concept. He talked about the key features of a system: boundaries, components, and flows and
interactions. Dr. Lopez also described different types of system models, including conceptual, mathematical, physical, and computational
models. Participants discussed their current classroom applications of systems and system models and brainstormed ways to address challenges
associated with teaching this crosscutting concept.
Assessing Students’ Ideas About Plants​: This article contains an interview protocol that will help you gather information about your
elementary students’ ideas related to plants. By implementing the protocol, you will be able to discover what kinds of organisms your students
think are plants and identify what students consider important for plant growth. Reproducible pictures of organisms and items that plants
need for growth are included.
The Early Years: The Sun's Energy​: Understanding the connection between the Sun’s energy and sustaining life is difficult for preschoolers,
but learning about these concepts through both long and short-term activities captures children’s short attention spans. Activities such as

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
growing plants in sunlight and without light, playing with light and shadow, and making “sun prints” explore light—in this case how the
Sun’s light is different from lamplight.
Appendix A: NGSS and Foundations for the Unit
Use observations to describe patterns of what plants and animals (including humans) need to survive. [​Clarification Statement: Examples of patterns could include that
animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need
water.]​ (​ ​K-LS1-1​)
Use a model to represent the relationship between​t​he needs of different plants and animals (including humans)​a​nd the places they live.​[​Clarification Statement:
Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants,
animals, and their surroundings make up a system.]​ (​K-ESS3-1​)
Construct an argument supported by evidence for how​p ​ lants and animals (including humans) can change the environment​t​o meet their needs.​[​​Clarification
Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]​ (​K ​ -ESS2-2​)
The performance expectations above were developed using the following elements from the NRC document: A
​ Framework for K-12 Science
Education​:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out LS1.C: Organization for Matter and Patterns
Investigations Energy Flow in Organisms
● Patterns in the natural and human
● Make observations (firsthand or from ● All animals need food in order to live designed world can be observed and
media) to collect data that can be used and grow. They obtain their food from used as evidence.​ (K-LS1-1)
to make comparisons.​ (​K-PS3-1) plants or from other animals. Plants
Systems and System Models
need water and light to live and grow.
Analyzing and Interpreting Data
(K-LS1-1) ● Systems in the natural and designed
● Use observations (firsthand or from world have parts that work together.
ESS3.A: Natural Resources
media) to describe patterns in the (K-ESS3-1), (K-ESS2-2)
natural world in order to answer ● Living things need water, air, and
------------------------------------
scientific questions.​ (K-LS1-1) resources from the land, and they live in
places that have the things they need.
Developing and Using Models
Humans use natural resources for C
​ onnections to Nature of Science
● Use a model to represent relationships everything they do.​ ​(K-ESS3-1)
Scientific Knowledge is Based on
in the natural world.​ (K-ESS3-1)
ESS2.E: Biogeology Empirical Evidence
Engaging in Argument from Evidence
● Plants and animals can change their ● Scientists look for patterns and order
● Construct an argument with evidence environment.​ (K-ESS2-2) when making observations about the
to support a claim.​ (K-ESS2-2) world. ​(K-LS1-1)

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Unit 5: Basic Needs of Humans Grade: K
Unit Overview: ​How can humans reduce their impact on the land, water, air, and other living things in
the local environment?

In this unit of study, students develop an understanding of what humans need to survive and the relationship between their needs and where
they live. The crosscutting concept of c​ ause and effect​ is called out as the organizing concept for the disciplinary core ideas. Students
demonstrate grade-appropriate proficiency in a​ sking questions a​ nd d ​ efining problems,​ and ​in obtaining, evaluating, and communicating
information​. Students are also expected to use these practices to demonstrate understanding of the core ideas.
This unit is based on K-ESS3-3 and K-2 ETS1-1.
NJ Student Learning Standards
(​K-ESS3-3​) Communicate​s​olutions​​that will reduce​t​he impact of​​humans on the land, water, air, and/or other living things in the local
environment.*​​[Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of
solutions could include reusing paper and recycling cans and bottles.]
(​K-2 ETS1-1​) Ask questions, make observations, and gather information about​​a situation people want to change​t​o define a simple problem that can be solved
through the development of a new or improved object or tool.

Connections to other DCIs in first grade:

K.ETS1.A ​(K-ESS3-2), (K-ESS3-3)

Articulation of DCIs across grade levels:

1.LS1.A ​(K-ESS3-1)
2.ESS1.C (​K-ESS3-2)
2.ETS1.B (​K-ESS3-3)
3.ESS3.B (​K-ESS3-2)
4.ESS3.A ​(K-ESS3-3)
4.ESS3.B (​K-ESS3-2)
5.LS2.A ​(K-ESS3-1)
5.ESS2.A (​K-ESS3-1)
5.ESS3.C (​K-ESS3-3)

Companion Standards: English Language Arts/Literacy

W.K.2 U​ se a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some
information about the topic. (K-ESS3-3)
RI.2.1 A
​ sk and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)
W.2.6 ​With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1)
W.2.8 ​Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1)

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Companion Standards: Mathematics
MP.2 ​Reason abstractly and quantitatively. (K-2-ETS1-1)
MP.4 ​Model with mathematics. (K-2-ETS1-1)
MP.5 ​Use appropriate tools strategically. (K-2-ETS1-1)
2.MD.D.10 D ​ raw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph. (K-2-ETS1-1)
NGSS Disciplinary Core Ideas
ESS3​–
​ Earth and Human Activity
C. Human Impacts on Earth Systems
ETS - Engineering Design
A. Defining Engineering Problems
B. Designing Solutions to Engineering Problems
C. Optimizing the Design Solution

8.1 Educational Technology

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming
Career Ready Practices
9.1 Personal Finance Literacy
9.2 Career Awareness, Exploration, and Preparation
9.3 Career and Technical Education
Careers (Description of a career that relates to this unit)
Unit Sequence
Part A: ​How can humans reduce their impact on the land, water, air, and other living things in the local environment?
● Events have causes that generate observable patterns.
● Things that people do to live comfortably can affect the world around them.
● People can make choices that reduce their impacts on the land, water, air, and other living things.
● 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.
● A situation that people want to change or create can be approached as a problem to be solved through engineering.
● Asking questions, making observations, and gathering information are helpful in thinking about problems.
● Before beginning to design a solution, it is important to clearly understand the problem.
Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments: Special Education:

Part A: ● Subgroup Accommodations and Modifications
Students who understand the concepts are able to: ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
● Observe patterns in events generated due to cause-and-effect & Mainstream Learners)
relationships. Differentiation:
● Communicate solutions with others in oral and/or written forms using ● Preview content and concepts
models and/or drawings that provide detail about scientific ideas. ● Behavior management plan
● Communicate solutions that will reduce the impact of humans on the

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 land, water, air, and/or other living things in the local environment. ● Highlight text
● Ask questions based on observations to find more information about ● Small group setting
the natural and/or designed world. High-Prep Differentiation:
● Define a simple problem that can be solved through the development of ● Alternative formative and summative assessments
a new or improved object or tool. ● Guided Reading
● Ask questions, make observations, and gather information about a ● Personal agendas
situation that people want to change in order to define a simple problem ● Project-based learning
that can be solved through the development of a new or improved ● Tiered activities/assignments
object or tool. ● Varying organizers for instructions
Low-Prep Differentiation:
●
Summative Assessments: ●
Clubbing activities
Exploration by interest
● Flexible groupings
● Unit Projects
● Summative tests
● Debates English Language Learners:
● Demonstrations
● Portfolio ● Subgroup Accommodations and Modifications
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
Benchmark Assessments: & Mainstream Learners)

● Initial Benchmark: 3rd Week of September Students at Risk for Failure:

● Mid-year Benchmark: 4th Week of January
● End of year Benchmark: Last week in May ● Subgroup Accommodations and Modifications
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
Alternative Assessments: & Mainstream Learners​}

● Choice Projects Gifted and Talented

● Portfolios
● Arguments Writing Assignments ● Subgroup Accommodations and Modifications
● Notebook assessments ● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
& Mainstream Learners)

Students with 504 Plans

● Subgroup Accommodations and Modification
● Differentiation for All Students (Special Needs, ESL, Gifted Learners,
& Mainstream Learners)

Core Instructional and Supplemental Materials Core Instructional, Supplemental, Instructional,

Professional Resources: and Intervention Resources

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Core Professional Resources: Core Instructional Resources:
● P​rofessional development opportunities ● Humans on Earth​:
● Developing and Using Models ● The Clean Water Book: Choices for Resource Water Protection
● APPENDIX F: Science and Engineering Practices in the NGSS ● Recycling Manual for New Jersey Schools
● NGSS​Crosscutting Concepts: Stability and Change ● Speakers Program:
○ collection​. ● Practice the 5 R’
○ community forums ● The USGS Water Science School​:
● Take Care of The Earth Every Day by Tammy Gagne (Level F)
● Water-Loving Plants by Wesley Wright (Level D0
Supplemental Professional Resources: ● Who LIstens To The Weather Forecast? By Ben Smith (Level D)
● Who Lives in the Forest? By Jenny VanVoorst (Level B)
● The NGSS @NSTA ● Who Lives Near Sloth? By Krystal Diaz (Level D)
● NGSS ● Any appropriate g​rade K book applicable to the unit chosen by the
● TBA Moodle teacher
● Better Lessons
● Science Day
● PBS Kids Supplemental Resources:
● Magic School Bus
● Story Bots Video Suggested Lessons for Differentiation with Small Groups:
● All Standards, All Students​/C
​ ase Studies
● (​Restructure Lessons with UDL​)
● Project Based science learning to connect science with observable
penoma
● Newsela
● Brainpop
● Beavers by Berger (Level G)
● Log Hotel by Schreiber (Level J)
● What Do Roots Do? By Kudlinski (Level L)
● Harbor by Crews (Level G)
● Up, Up, and Away by Scott (Level H)
● What Do Wheels Do All Day? By Prince (Level F)

Intervention Resources:
● Graphic Organizers
● Scaffolded Notes
● Closed Notes
● Shared Notes and slide presentations
● Study guides
● Newsela
● Brain Pop JR.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Interdisciplinary Connections Integration of Technology through NJSLS
● Correlates to routines unit in math, rules and community units in social ● Create a word study word sort in Inspiration.
studies Identify classroom routines in other subject areas: math, science, and ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies. ● Listen to books on websites (pbskids.org/lions/index.html,
● In Social Studies discuss routines in the community storylineonline.net, storyit.com, Elementary Connections Page)
● Understand what it means to “read close” in social studies, science, and ● Use document camera or overhead projector for shared reading of texts.
foreign language. Ongoing:
● Offer short, nonfiction picture books and nonfiction articles on science, ● Listen to books on CDs, tapes, videos or podcasts if available.
social studies, and foreign language related activities to encourage building ● Listen to books on websites (pbskids.org/lions/index.html,
background knowledge and independent reading about topics of interest to storylineonline.net, storyit.com, Elementary Connections Page)
students. ● Use document camera or overhead projector for shared reading of texts.
● Encourage students to respond to texts in their specific subject area Other:
notebooks as they reflect on what they have been reading. ● Use Microsoft Word, Inspiration, or Smart Board Notebook software to
● Highlight texts, themes, and reflections that connect to themes related to write the words from their word sorts.
the Holocaust; i.e. power, bullying, empathy, and social activism. ● Use Inspiration to create a double timeline looking at plot events and
character motivation.

Integration of 21st Century Themes and Skills Media Literacy Integration

● Financial, Economic, Business, and Entrepreneurial Literacy ● Ask students to look for specific things when they view videos or read
● Civic Literacy print material, and then ask questions about those items
● Health Literacy ● Build on the intuitive knowledge students have gained from media about
● Social Justice Literacy the story and character
● Creativity and Innovation ● Clarify the distinction between fiction and nonfiction in different types
● Critical Thinking and Problem Solving Communication and Collaboration of media reporting on the same topic
Information Literacy ● Use print materials to practice reading and comprehension skills
● Media Literacy
● Life and Career Skills
Career Education Global Perspective
● New Jersey Educational Field Trip ● National Hispanic-Latino Heritage Month
● Skype with a scientist ● National Disability Employment Awareness Month
● Beach Clean Trip ● National American Indian Heritage Month
● National Geo School Time Presentations ● Black History Month
● STEM Europe Trip ● National Women’s History Month,
● National Irish-American Heritage Month
● National Italian American Heritage Month
● Asian Pacific American Heritage
● Older Americans’ Month
● Jewish American Heritage Month
● Week of Respect
● Red Ribbon Week
● International Dot Day (September 16)
What It Looks Like in the Classroom
In this unit of study, students will develop an understanding of the impact that humans have on the land, water, air, and other living things in

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
the local environment and engage in a portion of the engineering design process in order to communicate solutions that can reduce these
impacts.

To help students recognize the impact that humans have on the living and nonliving components of the local environment, they need
opportunities to observe and think about the things that people do to live comfortably. Over a period of a few days, students can observe their
families in their day-to-day lives, paying attention to what they eat, what they throw away, when and how they use water, how they warm or
cool their home, what types of appliances and gadgets they use, how they maintain their home and yard, what resources are used to make the
clothes they wear, how they travel from place to place, and how they communicate with others. During whole-group discussions, students can
share their observations and then discuss the concept of comfortable lifestyle. This list could include:
• Plants and animals for food
• Trees, rocks, sand, and other materials for building homes and schools
• Local reserves of water for drinking, washing clothes, showering, washing dishes, watering lawns, and cooking
• Gas and oil for cars and buses
• Electricity to power the appliances in their homes
• Land for homes, schools, parks, parking lots, and landfills

Then the class can discuss how obtaining and using these types of resources affects the local environment. To help with these discussions,
teachers can use books, multimedia resources, field trips, or even invite guest speakers to the classroom. As students participate in discussions,
they should be encouraged to ask questions, share observations, and describe cause-and-effect relationships between human use of resources
and human impact on the environment.
As students come to understand that things people do to live comfortably can affect the world around them, they are ready to engage in the
engineering design process. The process should include the following steps:
✓ As a class or in groups, students participate in shared research to find examples of ways that people solve some of the problems
created by humans’ use of resources from the environment. For example, people in the community might choose to:
o Recycle plastic, glass, paper, and other materials in order to reduce the amount of trash in landfills;
o Plant trees in areas where trees have been cut down for lumber to renew regional habitats for local wildlife; or
o Set up rainwater collection systems so that rainwater can be used to maintain landscaping instead of using water from local
reserves.
✓ Groups of students then develop a simple sketch, drawing, diagram, or physical model to illustrate how the solution reduces the
impact of humans on land, water, air and/or other living things in the local environment.
✓ Groups need the opportunity to communicate their solutions with the class in oral and/or written form, using their sketches,
drawings, diagrams, or models to help explain how the solution reduces the human impact on the environment.

While engaging in this process, students should learn that even though humans affect the environment in many ways, people can make choices
that reduce their impacts on the land, water, air, and other living things in the environment.
Research on Student Learning
N/A
Prior Learning
Revised March 2020
Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 N/A
Future Learning
Grade 3 Unit 1: Weather and Climate
● 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. (​ ​secondary)
Grade 4 Unit 5: Transfer of Energy
● Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some
resources are renewable over time, and others are not.
Grade 5 Unit 4: Water on Earth
● Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and
even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
Connections to Other Units
• In U
​ nit 4, Basic Needs of Plants,​students learned that plants need sunlight and water in order to live and grow. In U
​ nit 5​, ​Basic
Needs of Animals​, student learned that all animals need food in order to live and grow. They obtain their food from plants or from
other animals.
Connecting with English Language Arts/Literacy and Mathematics
English Language Arts
With adult support, students participate in shared research in order to find examples of ways that humans reduce their impact on the land,
water, air, and other living things in the local environment. With prompting and support, students will ask and answer questions about key
details in a text. Students, with adult support and/or peer collaboration, can also use simple books and media resources to gather information
and then use drawings, simple informative writing (or dictation), and visual displays to represent some of the ways that people lessen their
impact on the environment. With support from adults, students will recall information from experiences or gather information provided
from sources to answer a question. Students can clarify their ideas, thoughts, and feelings using simple informative writing.

Mathematics
With adult support, students will classify data by one attribute, sort data into categories, and graph the data. For example, students can keep
track of the amount of materials recycled over a period of time. They can classify recycled trash as paper, plastic, or glass, then count and graph
these data, using bar graphs or picture graphs. Student should have opportunities to analyze and compare the data and then use the data to
solve word problems. As students work with their data, they are learning to reason abstractly and quantitatively, model by diagramming the
situation mathematically, and use appropriate tools strategically.
Sample of Open Education Resources
Humans on Earth​: This is a 3.5 minute narrated video explaining the use of natural resources to supply the needs of humans, and solutions
for preserving them.
The Clean Water Book: Choices for Resource Water Protection​: This book is available from the New Jersey Department of Environmental
Protection
Recycling Manual for New Jersey Schools:​ This ​manual​ will guide school personnel through a step-by-step process of setting up a recycling
program in the school. It provides all the necessary tools for designing and implementing a viable and comprehensive program in private,

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
public and parochial institutions.
Speakers Program: ​ ​The New Jersey Department of Environmental Protection (DEP) fields requests for public speakers, classroom
presentations and exhibitors regarding the various environmental topics, programs and services that are administered by the agency.
Practice the 5 R’s​ – Poster
The USGS Water Science School​: ​Welcome to the U ​ .S. Geological Survey's​ (USGS) Water Science School. We offer information on many
aspects of water, along with pictures, data, maps, and an interactive center where you can give opinions and test your water knowledge.

Teacher Resources:
The New Jersey Department of Environmental Protection offers several p ​ rofessional development opportunities​for classroom teachers as
well as diverse enrichment programs for adults, students, environmental educators, families and other individuals. This section provides links
to several training opportunities that are either administered by DEP or through one of DEP's formal partnerships or sponsorships.
Framework for K-12 Science Education​, ​Developing and Using Models​: This section of the Framework provides a deeper explanation of
what it means for students to develop and use models. Modeling is especially important when concepts are too large or too small for students
to have direct experience.
APPENDIX F: Science and Engineering Practices in the NGSS​,​The Framework uses the term “practices,” rather than “science
processes” or “inquiry” skills for a specific reason: We use the term “practices” instead of a term such as “skills” to emphasize that engaging in
scientific investigation requires not only skill but also knowledge that is specific to each practice. (NRC Framework, 2012, p. 30). Appendix F
provides further clarification of each science and engineering practice as well as specific details about what each looks like in each grade band.

NGSS​Crosscutting Concepts: Stability and Change

The presenter was B ​ rett Moulding​, director of the Partnership for Effective Science Teaching and Learning. Mr. Moulding began the web
seminar by defining stability and change and discussing the inclusion of this concept in previous standards documents such as the National
Science Education Standards (NSES). Participants brainstormed examples of science phenomena that can be explained by using the concept
of stability and change. Some of their ideas included Earth’s orbit around the Sun, carrying capacity of ecosystems, and replication of DNA.
Mr. Moulding then discussed the role of stability and change within NGSS. Participants again shared their ideas in the chat, providing their
thoughts about classroom implementation of this crosscutting concept.
Appendix A: NGSS and Foundations for the Unit
Communicate​s​olutions​​that will reduce​t​he impact of​h ​ umans on the land, water, air, and/or other living things in the local environment​.*​​​[Clarification
Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing
paper and recycling cans and bottles.]​ (​K-ESS3-3​)
Ask questions, make observations, and 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.​(​K-2 ETS1-1​)
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. (​K-2-ETS1-2​)

The performance expectations above were developed using the following elements from the NRC document: A
​ Framework for K-12 Science
Education​:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Planning and Carrying Out ESS3.C: Human Impacts on Earth Cause and Effect
Investigations Systems
● Events have causes that generate
● Make observations (firsthand or from ● Things that people do to live observable patterns.​ (K-ESS3-3)
media) to collect data that can be used comfortably can affect the world
Structure and Function
to make comparisons.​ (​K-PS3-1) around them. But they can make choices
that reduce their impacts on the land, ● The shape and stability of structures of
Obtaining, Evaluating, and
water, air, and other living things. natural and designed objects are related
Communicating Information
(K-ESS3-3) to their function(s). (K-2-ETS1-2)
● Communicate solutions with others in
ETS1.B: Developing Possible Solutions
oral and/or written forms using models
and/or drawings that provide detail ● Designs can be conveyed through
about scientific ideas.​ (​ K-ESS3-3) sketches, drawings, or physical models.
These representations are useful in
Asking Questions and Defining
communicating ideas for a problem’s
Problems
solutions to other people.​(secondary)
● Ask questions based on observations to (K-ESS3-3)
find more information about the
ETS1.A: Defining and Delimiting
natural and/or designed world(s).
Engineering Problems
(K-2-ETS1-1)
● A situation that people want to change
● Define a simple problem that can be
or create can be approached as a
solved through the development of a
problem to be solved through
new or improved object or tool.
engineering. (K-2-ETS1-1)
(K-2-ETS1-1)
● Asking questions, making observations,
and gathering information are helpful in
thinking about problems. (K-2-ETS1-1)
● Before beginning to design a solution, it
is important to clearly understand the
problem. (K-2-ETS1-1)

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Resources for NGSS Lesson Planning
K-2

Performance Website
Expectation

General Info
https://tbamoodle.tbaisd.org/course/view.php?id=161
sample lesson plans, teacher guide, worksheets, etc.

http://betterlesson.com/home

http://ngss.nsta.org

http://www.siemensscienceday.com/index.cfm​ -- free resource

http://pbskids.org/eekoworld//parentsteachers/lessons.html#planoverview
(lesson plans K-4))

http://www.scholastic.com/teachers/lesson-plan/magic-school-bus-baked-cake
(Magic School Bus)

https://www.youtube.com/watch?v=ZHAqT4hXnMw&index=1&list=PLPphPHIzdSQNZ5eH4InGXlwxvrjIvtaDw
(story bots videos)

K-2
These resources cover multiple grades.

LS1-1 http://nj.pbslearningmedia.org/resource/tdc02.sci.life.colt.lp_stayalive/the-needs-of-living-things/

http://nationalgeographic.org/activity/cats-and-their-coats/

http://pbskids.org/wildkratts/creaturepedia/

PS3-1 http://sciencenetlinks.com/lessons/cooler-in-the-shadows/

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
ETSK-2
http://betterlesson.com/lesson/628130/i-scream-you-scream-we-all-scream-for-vanilla-ice-cream

http://betterlesson.com/lesson/629527/two-scoops-are-better-than-one

http://betterlesson.com/lesson/629477/building-and-testing-our-vanilla-plant-pollinator

Grade K
K-PS2-1 https://tbamoodle.tbaisd.org/course/view.php?id=161

K-ESS2-1 http://sciencenetlinks.com/lessons/weather-1-weather-patterns/

http://www.eo.ucar.edu/basics/index.html

http://www.uen.org/Lessonplan/preview?LPid=10665
(weather walks)

http://www.e-learningforkids.org/science/lesson/weather/
(e-learning activity)

K-ESS3-3 http://www.tigtagcarolina.com/film/humans-on-earth-6343/
(video)

Grade 1
1-LS1-1 http://www.harcourtschool.com/activity/animalneeds/animals.swf

1-LS1-2 https://www.opened.com/video/penguin-parent-patrol/95856
https://www.opened.com/video/ultimate-animal-moms-baby-animals-youtube/1031197

1PS4-1 http://nj.pbslearningmedia.org/resource/phy03.sci.phys.howmove.lp_sound/sound-vibrations/

1PS4-4 http://betterlesson.com/lesson/638721/assessing-light-knowledge

1-ESS1-1 http://betterlesson.com/user/472042/68207/160576/kathryn-yablonski/curriculum

http://sciencenetlinks.com/lessons/sky-1-objects-in-the-sky/

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 (objects in the sky)

http://sciencenetlinks.com/lessons/sky-4-the-moon/
(moon)
1-ESS1-2 http://nj.pbslearningmedia.org/resource/ess05.sci.ess.eiu.lp_superstar/our-super-star/

https://www.nwf.org/kids/family-fun/outdoor-activities/moon-journal.aspx

http://betterlesson.com/lesson/639226/patterns-of-daylight

http://betterlesson.com/lesson/613470/observing-the-sun

Grade 2
2-LS2-1 http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/sunlight.html

https://www.teachengineering.org/lessons/view/duk_sunflower_mary_less

2-LS2-2 http://pollinatorlive.pwnet.org/teacher/bug_chicks.php?movie_file=BugChicks5.flv

2-LS4-1 http://www.science4us.com/SCO/act_756/index.aspx?aid=756&cid=P-0

https://www.youtube.com/watch?v=BQ3ToUoW1ak
(rain forest song)

http://betterlesson.com/lesson/630106/the-wonders-of-the-rain-forest

2-PS1-1 https://www.youtube.com/watch?v=jQ5VbjWetUE

http://www.sciencekids.co.nz/gamesactivities/materialproperties.html
(games – properties of matter)

2-PS1-3 http://betterlesson.com/lesson/636230/thousands-of-tiny-pieces-can-create-something-big

http://betterlesson.com/lesson/636201/take-it-apart-put-it-together

2-PS1-4 http://sciencenetlinks.com/lessons/water-3-melting-and-freezing/

https://www.youtube.com/watch?v=Vt7lN4QPU0k#digdeeper

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
2-ESS1 http://betterlesson.com/search?keyword=How%20do%20Glaciers&from=autocomplete_submit

http://betterlesson.com/lesson/640745/finding-erosion-at-our-school

http://betterlesson.com/lesson/632923/how-can-wind-change-the-shape-of-the-land
2-ESS2-1 http://www.geography4kids.com/files/land_erosion.html

http://www.unitedstreaming.com/videos/dsc/externalApplications/virtual_labs-es/Erosion/index.html
(soil erosion simulation)

http://www.ieca.org/PhotoGallery/Impacts.asp
(erosion pictures)

2-ESS3-3 http://www.scienceofeverydaylife.com/teachers/k-to-two.cfm

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 NGSS Disciplinary Core Ideas – Kindergarten

Unit 1: Weather ESS2 – Earth’s Systems

D. Weather and Climate
ESS3 – Earth and Human Activity
B. Natural Hazards
ETS​​- Engineering Design
A. Defining Engineering Problems
Unit 2: Pushes and Pulls PS2​​– Motion and Stability: Forces and Interactions
A. Forces and Motion
B. Types of Interactions
PS3 - Energy
C. Relationship between Energy and Force
Unit 3: Effects of the Sun PS3 - Energy
B. Conservation of Energy and Energy Transfer
ETS​​- Engineering Design
A. Defining Engineering Problems
B. Designing Solutions to Engineering Problems
C. Optimizing the Design Solution
Unit 4: Basic Needs of Living Things LS1 – From Molecules to Organisms: Structures and Processes
C. Organization for Matter and Energy Flow in Organisms
ESS3 – Earth and Human Activity
A. Natural Resources
ESS2 – Earth’s Systems
E. Biogeology
Unit 5: Basic Needs of Humans ESS3​​– Earth and Human Activity
C. Human Impacts on Earth Systems
ETS - Engineering Design
A. Defining Engineering Problems
B. Designing Solutions to Engineering Problems
C. Optimizing the Design Solution

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Revised March 2020
Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 Technology and 21st Century Career Connections
Technology Connections

8.1 Educational Technology:​All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and
collaborate and to create and communicate knowledge.

A. Technology Operations and Concepts:

● Students demonstrate a sound understanding of technology concepts, systems and operations.

Grade Level Band: 6-8

● Understand and use technology systems.
8.1.8.A.1 - Demonstrate knowledge of a real world problem using digital tools.
● Select and use applications effectively and productively.
8.1.8.A.2 - Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by
professionals for usability.
8.1.8.A.3 - Use and/or develop a simulation that provides an environment to solve a real world problem or theory.
8.1.8.A.4 - Graph and calculate data within a spreadsheet and present a summary of the results
8.1.8.A.5 - Create a database query, sort and create a report and describe the process, and explain the report results.

B. Creativity and Innovation:

● Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
● Apply existing knowledge to generate new ideas, products, or processes.
● Create original works as a means of personal or group expression.

8.1.8.B.1 - Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. 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.
● Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
● Communicate information and ideas to multiple audiences using a variety of media and formats.
● Develop cultural understanding and global awareness by engaging with learners of other cultures.
● Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 - Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship​:
● Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
Grade Level Band: 6-8
● Advocate and practice safe, legal, and responsible use of information and technology.
8.1.8.D.1 - Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social
media.

● Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 - Demonstrate the application of appropriate citations to digital content.
8.1.8.D.3 - Demonstrate an understanding of fair use and Creative Commons to intellectual property.

● Exhibit leadership for digital citizenship.

8.1.8.D.4 - Assess the credibility and accuracy of digital content.
8.1.8.D.5 - Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency:

● Students apply digital tools to gather, evaluate, and use information.

Grade Level Band: 6-8

● Plan strategies to guide inquiry.
● Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
● Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
● Process data and report results.
8.1.8.E.1 - Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

F: 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.

Grade Level Band: 6-8

● Identify and define authentic problems and significant questions for investigation.
● Plan and manage activities to develop a solution or complete a project.
● Collect and analyze data to identify solutions and/or make informed decisions.
● Use multiple processes and diverse perspectives to explore alternative solutions.
8.1.8.F.1 - Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: A ​ ll students will develop an understanding of the nature and
impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the
environment.

A. The Nature of Technology:

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● Creativity and Innovation Technology systems impact every aspect of the world in which we live.

Grade Level Band: 6-8

● The characteristics and scope of technology.
8.2.8.A.1 - Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication
- smart phone for mobility needs).

● The core concepts of technology.

8.2.8.A.2 - Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.
8.2.8.A.3 - Investigate a malfunction in any part of a system and identify its impacts.

● The relationships among technologies and the connections between technology and other fields of study.
8.2.8.A.4 - Redesign an existing product that impacts the environment to lessen its impact(s) on the environment.
8.2.8.A.5 - Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system.

B. Technology and Society:

● Knowledge and understanding of human, cultural and societal values are fundamental when designing technological systems and products in the global society.

Grade Level Band: 6-8

● The cultural, social, economic and political effects of technology.
8.2.8.B.1 - Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers.
8.2.8.B.2 - Identify the desired and undesired consequences from the use of a product or system.

● The effects of technology on the environment.

8.2.8.B.3 - Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and /or experts.
8.2.8.B.4 - Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings.

● The role of society in the development and use of technology.

8.2.8.B.5 - Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies.
8.2.8.B.6 Compare and contrast the different types of intellectual property including copyrights, patents and trademarks.

● The influence of technology on history.

8.2.8.B.7 - Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product.

C. Design:
● The design process is a systematic approach to solving problems.

Grade Level Band: 6-8

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
 ● The attributes of design.
8.2.8.C.1 - Explain how different teams/groups can contribute to the overall design of a product.
8.2.8.C.2 - Explain the need for optimization in a design process.
8.2.8.C.3 - Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer.

● The application of engineering design.

8.2.8.C.4 - Identify the steps in the design process that would be used to solve a designated problem.
8.2.8.C.5 - Explain the interdependence of a subsystem that operates as part of a system.
8.2.8.C.5.a - Create a technical sketch of a product with materials and measurements labeled.

● The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving.
8.2.8.C.6 - Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product,
presenting the better solution.
8.2.8.C.7 - Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log
with annotated sketches to record the developmental cycle.
8.2.8.C.8 - Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers.

D. Abilities for a Technological World:

● The designed world is the product of a design process that provides the means to convert resources into products and systems.

Grade Level Band: 6-8

● Apply the design process.
8.2.8.D.1 - Design and create a product that addresses a real world problem using a design process under specific constraints.
8.2.8.D.2 - Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by
completing a design problem and reporting results in a multimedia presentation, design portfolio or engineering notebook.
8.2.8.D.3 - Build a prototype that meets a STEM-based design challenge using science, engineering, and math principles that validate a solution.

● Use and maintain technological products and systems.

8.2.8.D.4 - Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension.
Assess the impact of products and systems.
8.2.8.D.5 - Explain the impact of resource selection and the production process in the development of a common or technological product or system.
8.2.8.D.6 - Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact
on the environment.

E. Computational Thinking: Programming:

● Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge.

Grade Level Band: 6-8

● Computational thinking and computer programming as tools used in design and engineering.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017
8.2.8.E.1 - Identify ways computers are used that have had an impact across the range of human activity and within different careers where they are used.
8.2.8.E.2 - Demonstrate an understanding of the relationship between hardware and software.
8.2.8.E.3 - Develop an algorithm to solve an assigned problem using a specified set of commands and use peer review to critique the solution.
8.2.8.E.4 - Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM, Boolean logic terms).

21st Century Career Connections

9.3 Career and Technical Education

This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.

Career Ready Practices

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
CRP12. Work productively in teams while using cultural global competence.

Revised March 2020

Board Adoption August 22, 2016; Approved Revisions August 28, 2017