Wednesday, December 1, 2021, 7:33 PM
Site: Learnbps
Course: BPSS (SCI) Science Standards (S-SCI)
PRIORITIZED EXPECTATION

# Earth's Place in the Universe

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.ESS1.02

[ESS1] Earth's Place in the Universe

##### SCI-01.ESS1.02 Make observations at different times of year to relate the amount of daylight to the time of year.

Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System -Seasonal patterns of sunrise and sunset can be observed, described, and predicted.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare daylight to the time of year.
• I can compare seasons with the amount of daylight.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• make observations at different times of year to relate the amount of daylight to the time of year.
• compare daylight to the time of year. I can compare seasons with the amount of daylight.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# From Molecules to Organisms: Structures and Processes

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.LS1.01

[LS1] From Molecules to Organisms: Structures and Processes

##### SCI-01.LS1.01 Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat.

Clarification Statement: Examples could include a turtle shell protects its body and an acorn shell protects its seed.
Disciplinary Core Ideas
LS1.A: Structure and Function -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.
LS1.D: Information Processing -Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs

## Student Learning Targets:

### Knowledge Targets

• I can name human made objects that mimic plants or animals to survive, grow, and meet our needs.
• I can identify a human problem.

### Reasoning Targets

• I can make a connection between plants/animals with a possible solution.
• I can explore possible solutions to solve the problem.

### Skills (Performance) Targets

• I can design an object that mimics a plant or an animal to solve a problem.
• I can construct my object that will solve the problem.
• I can explain how this object solves the problem.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. I can name human made objects that mimic plants or animals to survive, grow, and meet our needs. I can identify a human problem. I can explore possible solutions to solve the problem. I can make a connection between plants/animals with a possible solution. I can design an object that mimics a plant or an animal to solve a problem. I can construct my object that will solve the problem. I can explain how this object solves the problem.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# Heredity: Inheritance and Variation of Traits

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.LS3.01

[LS3] Heredity: Inheritance and Variation of Traits

##### SCI-01.LS3.01 Construct an evidence-based account, through observation, that young plants and animals are alike, but not exactly like, their parents.

Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same
Disciplinary Core Ideas
LS3.A: Inheritance of Traits -Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.
LS3.B: Variation of Traits -Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare and contrast plants and animals with their parents.

### Skills (Performance) Targets

• I can describe similarities and differences between parents and their young.
• I can describe the life cycle of an animal and a plant.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
• compare and contrast plants and animals with their parents. I can describe similarities and differences between parents and their young. I can describe the life cycle of an animal and a plant.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-01.PS4

DCI Physical Science PS4

# Waves and Their Applications in Technologies for Information Transfer

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.PS4.04

[PS4] Waves and Their Applications in Technologies for Information Transfer

##### SCI-01.PS4.04 Design and build a device that uses light or sound to solve the problem of communicating over a distance.

Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string "telephones," and a pattern of drum beats.
Disciplinary Core Ideas
PS4.C: Information Technologies and Instrumentation -People also use a variety of devices to communicate (send and receive information) over long distances.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can design a device that uses light and/or sound to communicate over a distance.

### Skills (Performance) Targets

• I can use tools and materials to build that device.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window
[ESS] EARTH SPACE SCIENCE

# Earth's Place in the Universe

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.ESS1.01

[ESS1] Earth's Place in the Universe

##### SCI-01.ESS1.01 Describe patterns that can be predicted through observations of the sun, moon, and stars.

Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.
Disciplinary Core Ideas
ESS1.A: The Universe and its Stars -Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can observe and describe the patterns of the sun, moon, and stars.
• I can describe the placement of the sun at different times of the daylight.
• I can observe and record the phases of the moon over a period of a month.
• I can recognize star patterns appear in the night.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use observations of the sun, moon, and stars to describe patterns that can be predicted.
• observe and describe the patterns of the sun, moon, and stars.
• describe the placement of the sun at different times of the daylight.
• observe and record the phases of the moon over a period of a month.
• recognize star patterns appear in the night.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-01.ESS1.02

[ESS1] Earth's Place in the Universe

##### SCI-01.ESS1.02 Make observations at different times of year to relate the amount of daylight to the time of year.

Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System -Seasonal patterns of sunrise and sunset can be observed, described, and predicted.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare daylight to the time of year.
• I can compare seasons with the amount of daylight.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• make observations at different times of year to relate the amount of daylight to the time of year.
• compare daylight to the time of year. I can compare seasons with the amount of daylight.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window
[LS] LIFE SCIENCE

# From Molecules to Organisms: Structures and Processes

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.LS1.01

[LS1] From Molecules to Organisms: Structures and Processes

##### SCI-01.LS1.01 Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat.

Clarification Statement: Examples could include a turtle shell protects its body and an acorn shell protects its seed.
Disciplinary Core Ideas
LS1.A: Structure and Function -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.
LS1.D: Information Processing -Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs

## Student Learning Targets:

### Knowledge Targets

• I can name human made objects that mimic plants or animals to survive, grow, and meet our needs.
• I can identify a human problem.

### Reasoning Targets

• I can make a connection between plants/animals with a possible solution.
• I can explore possible solutions to solve the problem.

### Skills (Performance) Targets

• I can design an object that mimics a plant or an animal to solve a problem.
• I can construct my object that will solve the problem.
• I can explain how this object solves the problem.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. I can name human made objects that mimic plants or animals to survive, grow, and meet our needs. I can identify a human problem. I can explore possible solutions to solve the problem. I can make a connection between plants/animals with a possible solution. I can design an object that mimics a plant or an animal to solve a problem. I can construct my object that will solve the problem. I can explain how this object solves the problem.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-01.LS1.02

[LS1] From Molecules to Organisms: Structures and Processes

##### SCI-01.LS1.02 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms -Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can identify and understand patterns in behavior between parents and their young that help them survive.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
• identify and understand patterns in behavior between parents and their young that help them survive.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# Heredity: Inheritance and Variation of Traits

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.LS3.01

[LS3] Heredity: Inheritance and Variation of Traits

##### SCI-01.LS3.01 Construct an evidence-based account, through observation, that young plants and animals are alike, but not exactly like, their parents.

Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same
Disciplinary Core Ideas
LS3.A: Inheritance of Traits -Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.
LS3.B: Variation of Traits -Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare and contrast plants and animals with their parents.

### Skills (Performance) Targets

• I can describe similarities and differences between parents and their young.
• I can describe the life cycle of an animal and a plant.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
• compare and contrast plants and animals with their parents. I can describe similarities and differences between parents and their young. I can describe the life cycle of an animal and a plant.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window
[PS] PHYSICAL SCIENCE

#### SCI-01.PS4

DCI Physical Science PS4

# Waves and Their Applications in Technologies for Information Transfer

## Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.
Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-01.PS4.01

[PS4] Waves and Their Applications in Technologies for Information Transfer

##### SCI-01.PS4.01 Plan and conduct investigations to provide evidence that sound can make materials vibrate and that vibrating materials can make sound.

Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.
Disciplinary Core Ideas
PS4.A: Wave Properties -Sound can make matter vibrate, and vibrating matter can make sound.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can use my senses to record my observations.

### Skills (Performance) Targets

• I can demonstrate that vibrating materials make sound.
• I can demonstrate that sound can make materials vibrate.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-01.PS4.02

[PS4] Waves and Their Applications in Technologies for Information Transfer

##### SCI-01.PS4.02 Construct an evidence-based account, through observation, that objects can be seen only when illuminated.

Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.
Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation -Objects can be seen if light is available to illuminate them or if they give off their own light.

## Student Learning Targets:

• I can

• I can

### Skills (Performance) Targets

• I can demonstrate that we need light to see things.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-01.PS4.03

[PS4] Waves and Their Applications in Technologies for Information Transfer

##### SCI-01.PS4.03 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), Opaque (such as cardboard), and reflective (such as a mirror)
Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation -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. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)

## Student Learning Targets:

• I can

• I can

### Skills (Performance) Targets

• I can demonstrate how light passes through materials differently.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-01.PS4.04

[PS4] Waves and Their Applications in Technologies for Information Transfer

##### SCI-01.PS4.04 Design and build a device that uses light or sound to solve the problem of communicating over a distance.

Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string "telephones," and a pattern of drum beats.
Disciplinary Core Ideas
PS4.C: Information Technologies and Instrumentation -People also use a variety of devices to communicate (send and receive information) over long distances.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can design a device that uses light and/or sound to communicate over a distance.

### Skills (Performance) Targets

• I can use tools and materials to build that device.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors