FOCUS: ENVIRONMENTAL STUDIES

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​Next Generation Science Standards
Bundle 1:  Light and Solar Patterns (~8 weeks)
  • 1-PS4-2. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.  [See Bundle 2, 1-PS4-2]
  • 1-PS4-3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. 
  • 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [See Bundle 2, 1-ESS1-2]

Bundle 2: Light, Sound, Space and Communication (~12 weeks)
Bundle 3: Structures and Behaviors in Organisms (~12 weeks)  PLANT and ANIMAL SUPERPOWERS
  • 1-LS1-1. 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.
  • [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] 
  • Asking Questions and Defining Problems ● Ask questions based on observations to find more information about the natural world. Student could ask questions based on observations [of how] different animals use their body parts in different ways to protect themselves. 1-LS1-1  
  • Developing and Using Models  ● Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). Students could develop a model to represent relationships in the natural world, [such as the relationship between animals’] external parts [and their ability to] move from place to place. 1-LS1-1 
  • Constructing Explanations and Designing Solutions  ● Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Students could make observations (firsthand or from media) to construct an evidence-based account for [how the] roots [of] plants help them survive and grow.  1-LS1-1 
  • Obtaining, Evaluating, and Communicating Information ● Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Students could read grade-appropriate texts and use media to obtain scientific information [about patterns of the structure of] animals’ body parts that capture and convey different kinds of information. 1-LS1-1
  • Cause and Effect ● Simple tests can be designed to gather evidence to support or refute student ideas about causes. Students could describe simple tests that can be designed to gather evidence to support or refute student ideas about [how] different plant parts cause [plant survival]. 1-LS1-1 
  • Systems and System Models ● Objects and organisms can be described in terms of their parts. Students could describe plants in terms of their parts (roots, stems, leaves, flowers, fruits). 1-LS1-1 
  • Mystery Science 1, Animal Structures and Survival: Why do birds have beaks?
  • Mystery Science 3, Camouflage and Animal Survival: Why are polar bears white?
  • Mystery Science 6, Plant Movement and Survival: What do sunflowers do when you're not looking?
  • How do we mimic the natural world?
    • Straws - hummingbirds have long, pointed beaks, sometimes called sucker beaks to suck nectar from flowers.
    • Bullet train - owl feather serrations and curvature-reducing noise, penquin-lower wind resistance, kingfisher beak nose-quiet
    • Prairie dog burrows - ventilation systems
  • 1-LS1-2. 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).] 
  • Planning and Carrying Out Investigations ● Make observations (firsthand or from media) to collect data that can be used to make comparisons. Students could make observations from media to collect data that can be used to make comparisons [between] behaviors parents [versus] offspring engage in that help the offspring survive. 1-LS1-2 
  • Engaging in Argument From Evidence ● Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence. Students could make a claim about the effectiveness of a behavior [that] parents engage in [to help their] offspring survive. 1LS1-2
  • Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena  ● Scientists search for cause and effect relationships to explain natural events. Students could describe how scientists search for cause and effect relationships to explain natural events [just as the students did when they] searched for cause and effect relationships [between] organisms’ external parts [and their] survival and growth. 1-LS1-2 
  • Mystery Science 2, Animal Behavior and Offspring Survival: Read-Along: Why do baby ducks follow their mother?
  • 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, 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.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] 
  • Using Mathematical and Computational Thinking ● Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs. Students could describe, measure, and/or compare quantitative attributes of young animals and their parents and display the data using simple graphs [to determine if the] young animals are exactly like their parents. 1-LS3-1 
  • Scale, Proportion, and Quantity ● Standard units are used to measure length. Students could use standard units to measure length [of plants to determine if] plants are exactly like their parents. 1-LS3-1 
  • Mystery Science 4, Inheritance and Variation of Traits: Read-Along: Why do family members look alike?
  • 1 K-2-ETS1-2 and -3. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.  Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • Mystery Science 5, Plant Survival and Engineering: Why don't trees blow down in the wind? 

See Flowchart

Science Units:
Bees