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:

Knowledge Targets

• I can

Reasoning Targets

• I can

Skills (Performance) Targets

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

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

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:

Knowledge Targets

• I can

Reasoning Targets

• I can

Skills (Performance) Targets

• I can demonstrate how light passes through materials differently.

Product Targets

• I can

Proficiency Scale

The Student ...

Resources

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.

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: 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

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.