Title: 2nd Grade Science
Course: BPSS (SCI) Science Standards > Section: Standards Workspace

SCI-02.PS1

DCI Physical Science PS1

Matter and Its Interactions

Performance Expectations

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

- How does land change and what are some things that cause it to change?
- What are the different kinds of land and bodies of water?
- How are materials similar and different from one another, and how do the properties of the materials relate to their use?
- What do plants need to grow?
- How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

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-02.PS1.01

2nd Grade (SCI) Science Standards
[PS1] Matter and Its Interaction

SCI-02.PS1.01 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter -Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- observe and describe an object by property.
- (Examples of observable properties include: color, texture, harness, and flexibility.)

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).
- partially participates in experiment. He or she misconceptions in knowledge or low participation in the activity.
- (Examples of this could include: written steps of a planned experiment, diagram of experiment, or verbal steps)

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- plan and conduct an experiment where I observe, describe, and sort things by their properties.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

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

SCI-02.PS1.02

2nd Grade (SCI) Science Standards
[PS1] Matter and Its Interaction

SCI-02.PS1.02 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter -Different properties are suited to different purposes.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- identify if it’s a liquid or a solid.

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).
- identify if it’s a liquid or solid, and some of their properties.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- identify that different properties are suited for different purposes.
- (I.E. Car = solid properties, and that they use metal to keep the car strong, hard, rigid, etc.)

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

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

SCI-02.PS1.03

2nd Grade (SCI) Science Standards
[S1] Matter and Its Interaction

SCI-02.PS1.03 Make observations to construct an evidence-based account of how an object made of small set of pieces can be disassembled and made into a new object.

Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter -Different properties are suited to different purposes. -A great variety of objects can be built up from a small set of pieces.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- make few changes or observations.

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).
- change the object but unable to make observations.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- change an object into something new and make observations about the changes.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

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

SCI-02.PS1.04

2nd Grade (SCI) Science Standards
[PS1] Matter and Its Interaction

SCI-02.PS1.04 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper
Disciplinary Core Ideas
PS1.B: Chemical Reactions -Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- not understand or may have misconceptions about reversing the heating and cooling process.

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).
- have partial evidence to support their argument.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- construct an argument (written or verbal) with evidence that some changes caused by heating or cooling can be reversed and some cannot.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

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

SCI-02.LS2

DCI Life Science LS2

Ecosystems: Interactions, Energy, and Dynamics

Performance Expectations

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

- How does land change and what are some things that cause it to change?
- What are the different kinds of land and bodies of water?
- How are materials similar and different from one another, and how do the properties of the materials relate to their use?
- What do plants need to grow?
- How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

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-02.LS2.01

2nd Grade (SCI) Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-02.LS2.01 Plan and investigate to determine if plants need sunlight and water to grow.

Clarification Statement: blank
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems -Plants depend on water and light to grow.

Student Learning Targets:

Knowledge Targets

- I can identify what plants need to grow.

Reasoning Targets

- I can determine if plants need sunlight and water to grow.

Skills (Performance) Targets

- I can plan an experiment using plants, water, and sunlight.
- I can conduct an experiment using plants, water, and sunlight.

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- identify plant needs.

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).
- plan an experiment using water and light to answer a question about how plants grow.
- (Not able to follow through on conducting the experiment)
(Examples of this could include: written steps of a planned experiment, diagram of experiment, or verbal steps)

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- plan and conduct an experiment using plants, water, and sunlight.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

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

SCI-02.LS2.02

2nd Grade (SCI) Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-02.LS2.02 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Clarification Statement: CSTATEMENT
Disciplinary Core Ideas
DCISTATEMENTS

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student ...

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

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

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

SCI-02.LS4

DCI Life Science LS3

Biological Evolution: Unity and Diversity

Performance Expectations

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

- How does land change and what are some things that cause it to change?
- What are the different kinds of land and bodies of water?
- How are materials similar and different from one another, and how do the properties of the materials relate to their use?
- What do plants need to grow?
- How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

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-02.LS4.01

2nd Grade (SCI) Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-02.LS4.01 Make observations of plants and animals to compare the diversity of life in different habitats.

Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.
Disciplinary Core Ideas
LS4.D: Biodiversity and Humans -There are many different kinds of living things in any area, and they exist in different places on land and in water.

Student Learning Targets:

Knowledge Targets

- I can identify different kinds of living things that live in an area.

Reasoning Targets

- I can compare the diversity of how plants and animals lives in different habitats.
- I understand that living things have different habitats on land and water.

Skills (Performance) Targets

- I can make observations of plants and animals in different habitats.
- I can make observations about the world to collect data.

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- have little to no knowledge of plants and animals in different habitats.

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).
- identify different kinds of living things that live in a habitat.
- understand that living things have different habitats on land and water.
- identify different kinds of living things that live in an area.

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 of plants and animals in different habitats to compare diversity.
- compare the diversity of how plants and animals lives in different habitats.
- make observations of plants and animals in different habitats.
- make observations about the world to collect data.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- habitat
- diversity

- observation
- compare

Websites

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

Sample Activity: Insects and Plants Foss:

- Investigations 1 & 4: Mealworms and Silkworms
- Investigation 2: Brassica Seeds (habitat support)
- Examples: Posters and Venn diagrams to compare/contrast habitats Pictures of habitats and have students tell what goes in that habitat Brainpop videos

SCI-02.ESS1

DCI Earth Space Science ESS1

Earth's Place in the Universe

Performance Expectations

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

- How does land change and what are some things that cause it to change?
- What are the different kinds of land and bodies of water?
- How are materials similar and different from one another, and how do the properties of the materials relate to their use?
- What do plants need to grow?
- How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

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-02.ESS1.01

2nd Grade (SCI) Science Standards
[ESS1] Earth's Place in the Universe

SCI-02.ESS1.01 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.
Disciplinary Core Ideas
ESS1.C: The History of Planet Earth -Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can use information to reason about changes that occur quickly and changes that occur slowly.

Skills (Performance) Targets

- I can observe changes that occur on Earth using many source.

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- little or no evidence that Earth events can occur quickly or slowly.
- may only use one source to provide the evidence.

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).
- provide some evidence that Earth events can occur quickly or slowly.
- use more than one source to provide evidence.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- use information from several sources to provide evidence that Earth events can occur quickly or slowly.
- can make observations from several science experiments or several written sources)
- can use information to reason about changes that occur quickly and changes that occur slowly.
- observe changes that occur on Earth using many sources.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- change
- stability
- resource
- evidence
- observation
- weather

- erosion
- volcano
- eruption
- time
- period
- timescale
- phenomena

Websites

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

Sample Activity:

Students can make observations from several science experiments or several written sources. Example Sources: Brainpop videos, books, PebbleGo information, observation of science experiments

SCI-02.ESS2

DCI Earth Space Science ESS2

Earth's Systems

Performance Expectations

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

- How does land change and what are some things that cause it to change?
- What are the different kinds of land and bodies of water?
- How are materials similar and different from one another, and how do the properties of the materials relate to their use?
- What do plants need to grow?
- How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

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-02.ESS2.01

2nd Grade (SCI) Science Standards
[ESS2] Earth's Systems

SCI-02.ESS2.01 Compare and contrast multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems -Wind and water can change the shape of the land.
ETS1.C: Optimizing the Design Solution -Because there is always more than one possible solution to a problem, it is useful to compare and test designs.

Student Learning Targets:

Knowledge Targets

- I can identify the effects a solution will have in slowing or preventing wind and water from changing the shape of the land.
- I can identify weather events that will change the shape of the land.
- I can identify how wind and water can change the shape of the land.

Reasoning Targets

- I can compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
- I can reason about the effectiveness of solutions.

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- demonstrate some knowledge and understanding about wind and water / weather events.

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).
- a basic understanding of how wind and water can change the shape of the land.
- identify weather events that will change the shape of the land.
- identify how wind and water can change the shape of the land.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
- compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
- reason about the effectiveness of solutions.
- identify the effects a solution will have in slowing or preventing wind and water from changing the shape of the land.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- weather
- wind
- water
- erosion

- solution
- compare
- prevent
- design

Websites

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

Sample Activity and Inquiries:

using FOSS Pebbles, Sand, and Silt; BPop video

SCI-02.ESS2.02

2nd Grade (SCI) Science Standards
[ESS2] Earth's Systems

SCI-02.ESS2.02 Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Clarification Statement: blank
Disciplinary Core Ideas
ESS2.B: Plate Tectonics and Large-Scale System Interactions -Maps show where things are located. One can map the shapes and kinds of land and water in any area.

Student Learning Targets:

Knowledge Targets

- I can identify different kinds of land and water on Earth.

Reasoning Targets

- I can understand the characteristics of different kinds of land and water.

Skills (Performance) Targets

- I can represent different kinds of land and water.
- I can use a map to show where things are located.
- I can observe patterns in the world.

Product Targets

- I can develop a model to show different kinds of land and water.

Proficiency Scale

The Student ...

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).
- have limited knowledge of different kinds of land and bodies of water.

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).
- have knowledge of different kinds of land and bodies of water.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- develop a model to represent the shapes and kinds of land and bodies of water in an area.
- develop a model to show different kinds of land and water.
- understand the characteristics of different kinds of land and water.
- represent different kinds of land and bodies of water.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- land
- mountain
- hills
- valley
- plateau
- plain

- ocean
- river
- lake
- sea
- stream
- model
- characteristics

Websites

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

Sample Activity and Possible Materials:

globe, community experts, social studies, topography maps, Discovery Streaming, and book rooms.
Models can include: Diagram, drawings, physical replica, diorama, dramatization, or a story board.

SCI-02.ESS2.03

2nd Grade (SCI) Science Standards
[ESS2] Earth's Systems

SCI-02.ESS2.03 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Clarification Statement: Multimedia sources may be used to obtain the information
Disciplinary Core Ideas
ESS2.C: The Roles of Water in Earth's Surface Processes -Water is found in the ocean, rivers, lakes and ponds. Water exists as solid ice and in liquid form.

Student Learning Targets:

Knowledge Targets

- I can identify where water is found on Earth.
- I can identify different kinds of water sources on Earth.
- I can identify if water sources found on Earth are solid or liquid.

Reasoning Targets

- I can understand that water sources found on Earth can be liquid or solid.

Skills (Performance) Targets

- I can gather information about water sources on Earth.
- I can use information and resources to tell where water sources are on Earth.

Product Targets

- I can

Proficiency Scale

The Student ...

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).
- have little knowledge of where water is found on Earth.

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).
- have some misconceptions of where water is found on Earth or that water be liquid or solid.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- identify where water is found on Earth and that it can be liquid or solid.
- identify where water is found on Earth.
- identify different kinds of water sources on Earth.
- identify if water sources found on Earth are solid or liquid.
- understand that water sources found on Earth can be liquid or solid.
- gather information about water sources on Earth.
- use information and resources to tell where water sources are on Earth.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- water
- information
- solid
- liquid
- ocean
- lake

- river
- stream
- sea
- iceberg
- snow
- rain

Websites

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

Sample Activity:

Include with your Interactions with Matter lessons -An interview model would work well for assessment. -Possible Materials: globe, community experts, social studies, topography maps, Discovery Streaming, and book rooms -Models can include: Diagram, drawings, physical replica, diorama, dramatization, or a story board.