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.

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:

Knowledge 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.

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

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.

Proficiency Scale

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.

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

Proficiency Scale

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:

Knowledge Targets

• I can

Reasoning Targets

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

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

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.

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.

Proficiency Scale

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.

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:

Knowledge 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.

Product Targets

• I can

Proficiency Scale

The Student ...

Resources