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FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for Science: Grade 6

Topic 6F Topic Title: Space SystemsBig Idea(Cross Cutting Concepts)What overarching understandings are essential for application to new situations within or beyond this content?

PatternsPatterns can be used to identify cause and effect relationships.(06-ESS1-1)

Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (06-ESS1- 3)

Systems and System ModelsModels can be used to represent systems and their interactions.(06-ESS1-2)

Essential Question(s)What questions will provoke and sustain student engagement while focusing learning?

Why does the moon look slightly different throughout a month?

Why does the solar system stay together?

If the Earth was the size of a __________ then, what would the size of ________ be ?

Enduring Standard(s)(Science and Engineering Practices)Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?

Developing and using ModelsModeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.- Develop and use a model to describe phenomena.(06-ESS1-1),(06-ESS1-2)

Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.- Analyze and interpret data to determine similarities and differences in findings. (06- ESS1-3)

---------------------------------------------------------------------------Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and TechnologyEngineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (06- ESS1-3)

Office of Curriculum and Instruction Revised 2016


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Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems- Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (06-ESS1-1),(06-ESS1-2)

Supporting Standard(s)(Disciplinary Core Ideas)Which related standards will be incorporated to support and enhance the enduring standards?

ESS1.A: The Universe and Its Stars- Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (06-ESS1-1)- Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (06-ESS1-2)

ESS1.B: Earth and the Solar System- The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (06-ESS1-2),(06-ESS1-3)- This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (06-ESS1-1)- The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (06-ESS1-2)

Instructional OutcomesWhat must students learn by the end of the unit?

I’m learning to… - develop a model to explain the reasons for the seasons. - develop a model to explain lunar patterns. - use a model to explain the role of gravity in our Solar System. - create a model to demonstrate approximate scale within our solar system.

Performance ExpectationsWhat must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes?

06-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]



06-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as their school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]

06-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

Essential Vocabulary(Enduring Standards/Practices)What vocabulary must students know to understand and communicate effectively about this content?

Model, Test, Predict, Analyze, Data, Interpret

Essential Vocabulary(Supporting Standards/Content)What vocabulary must students know to understand and communicate effectively about this content?

seasons, eclipse (lunar/Solar), lunar phases, celestial bodies, solar system, Milky Way, universe, galaxy, gravity, mass, orbit, Waxing, Waning, Crescent, Gibbous, 1st quarter, 3rd quarter, rotation, revolution, orbit, scale properties, tilt


FAYETTE COUNTY PUBLIC SCHOOLSInstructional Planning Guide: A Curriculum Map Companion for

TeachersSubject and Grade Level Science 6GUnit TitleSummative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?

Instructional OutcomesHow will the instructional

outcomes be sequenced into a scaffolded progression of

learning?

Learning ActivitiesWhat well-designed progression

of learning tasks will intellectually engage students

in challenging content?

Formal Formative Assessments

What is the evidence to show students have learned the lesson

objective and are progressing toward mastery of the

instructional outcomes?

Integration StandardsWhat standards from other disciplines will enrich the learning experiences for the students?ResourcesWhat resources will be utilized to enhance student learning?


FAYETTE COUNTY PUBLIC SCHOOLSGlossary for Use with FCPS Curriculum Maps

Big IdeasBig Ideas are overarching understandings that are essential for application to new situations within and beyond the content. An idea is “big” if it helps students make sense of how the material fits into the broader context. When used effectively, Big Ideas have the power to guide inquiry-based learning, providing a lens through which students can formulate and explore questions. Grant Wiggins (2011) says, “An idea is ‘big’ if it helps us make sense of a lots of otherwise meaningless, isolated, inert, or confusing facts. A big idea is a way of usefully seeing connections, not just another piece of content.”

Resources

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: Association for Supervision and Curriculum Development.

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99

Framework for Teaching Connections

Domain 1, Component A: Knowledge of Content and PedagogyDomain 1, Component C: Setting Instructional OutcomesDomain 3, Component A: Communicating with Students




Enduring StandardsEnduring Standards are a priority set of essential standards and expectations that are critical for student success. They are a small subset of standards that represent the most important concepts, content, and skills of the curriculum. Enduring Standards, also known as Power Standards or Essential Standards, meet three criteria:

1. ENDURANCE – Does it provide students with knowledge and skills that last beyond a single test date and have life-long value?

2. LEVERAGE – Does it provide knowledge and skills that are of value in multiple disciplines?3. READINESS – Does it provide students with essential knowledge and skills that are

necessary for their success in the next grade level?Enduring Standards are explicitly taught and intentionally assessed through summative measures. Student mastery of the Enduring Standards is the primary focus of instruction, providing a guaranteed and viable curriculum that allows for equal access to opportunity for learning for all students.

Enduring skills are found embedded within Enduring Standards. Enduring skills are what the Kentucky Department of Education has identified as the basis for setting annual local Student Growth Goals.

Resources

Ainsworth, L. (2003). Power standards: Identifying the standards that matter most. Englewood, CO: Lead+Learn Press.

Reeves, D. B. (2007). Power standards: How state leaders add value to state and national standards. The Jossey-Bass Reader on Educational Leadership (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.

Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

KDE Enduring Skills: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx


Domain 1, Component A: Knowledge of Content and Pedagogy


http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx

http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx


Essential QuestionsEssential Questions are designed to stimulate students’ thinking and to provoke inquiry and insight. They are provocative and do not have pat answers. McTighe and Wiggins (2013) offer seven defining characteristics of good Essential Questions:

(1) OPEN-ENDED – it does not have a single, final, or correct answer(2) THOUGHT-PROVOKING and INTELLECTUALLY ENGAGING – it sparks discussion and debate(3) HIGHER-ORDER THINKING – it requires analysis, inference, evaluation and/or prediction

and cannot be answered by recall alone(4) IMPORTANT, TRANSFERABLE IDEAS – relates to concepts within and often across

disciplines(5) ADDITIONAL QUESTIONS – it sparks further questioning and inquiry(6) SUPPORT AND JUSTIFICATION – it requires the student to defend their response(7) RECURS OVER TIME – the question can and should be revisited multiple times

Essential Questions spark curiosity, sustain engagement, and provide a focused means for students to explore and discuss the big ideas and enduring skills and standards. They motivate students to find the answers needed to achieve the learning outcomes and master the enduring standard.

NOTE: The Essential Questions provided in the FCPS curriculum maps are examples and are not all-inclusive lists. Essential Questions are most powerful when they are developed in collaboration with the students. Teachers are encouraged to go beyond this list of essential questions and work with students to develop your own! (See the link to the Wordpress.com article and the Brainstorming Essential Questions PD360 link below for more ideas).

Resources

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development


http://usergeneratededucation.wordpress.com/2013/03/24/learners-should-be-developing-their-own-essential-questions/

PD 360 Video Links

The Guiding/Essential Question Elementary: http://www.pd360.com/index.cfm?ContentId=2514

The Guiding/Essential Question Secondary: http://www.pd360.com/index.cfm?ContentId=2523

Brainstorming Ideas/Essential Questions: http://www.pd360.com/index.cfm?ContentId=1910


Domain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component C: Engaging Students in Learning


http://www.pd360.com/index.cfm?ContentId=1910







Essential VocabularyEssential Vocabulary words are content-related terms for which students must have a deep understanding if they are to comprehend and master the enduring standards and instructional outcomes. There may be other words students need to know, but the Essential Vocabulary provide a priority list of words to incorporate in instruction. These vocabulary provide a common language for both teachers and students across content areas and grade levels. According to Robert Marzano (2013), “Students’ vocabulary knowledge is directly tied to their success in school . . . Knowing what words mean and how they interconnect creates networks of knowledge that allow students to connect new information to previously learned information.” Marzano outlines six steps of effective vocabulary instruction in his books Building Academic Vocabulary and Vocabulary for the Common Core:

(1) Provide a description, explanation, or example of the new term.(2) Ask students to restate the description in their own words.(3) Ask students to construct a picture, symbol, or graphic representing the term.(4) Engage students periodically in activities that help them add to their knowledge of the

terms.(5) Periodically ask students to discuss the terms with one another.(6) Involve students periodically in games that allow them to play with terms.

Resources

Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA. Association for Supervision and Curriculum Development.

Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the common core. Bloomington, IN: Marzano Research Laboratory.

Silver, Strong & Associates. (n.d.) Word works: Cracking vocabulary’s CODE. The Thoughtful Classroom Portfolio Series. Thoughtful Education Press.


Domain 1, Component A: Knowledge of Content and PedagogyDomain 3, Component A: Communicating with Students



Formative Assessment for LearningFormative Assessment, also referred to as “assessment for learning,” is a process through which teachers and students gather evidence for the purpose of making instructional adjustments to improve learning. It is on-going and occurs throughout the lessons and unit. Sometimes it is referred to as a check for understanding. Formative Assessment can be either informal or formal. In the classroom, we assess the group informally through intangible means such as questioning, dialogue, observation, or other anecdotal evidence. Formal Formative Assessments typically require tangible evidence of learning from each individual, such as quizzes, exit slips, performance tasks, or a product of some sort. It is important to remember that it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the formative label. Formative Assessment, therefore, is essentially feedback, both to the teacher and to the student about present understanding and skill development in order to determine the way forward. There should be a direct and aligned connection between instructional outcomes, lesson activities, and the formative assessment measures used to gauge learning progress.

Resources

Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2), 139-148.

Chappuis, J. (2009). Seven strategies of assessment for learning. Pearson

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right – using it well (2nd ed.). Pearson.

Clarke, S. (2008). Active learning through formative assessment. London: Hodder Education.

Clarke, S. (2005). Formative assessment in action: Weaving the elements together. London: Hodder Education.

Clarke, S. (2005). Formative assessment in the secondary classroom. London: Hodder Education.

Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder Education.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component B: Demonstrating Knowledge of StudentsDomain 1, Component F: Designing Student AssessmentsDomain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component D: Using Assessment in InstructionDomain 3, Component E: Demonstrating Flexibility and Responsiveness



Instructional OutcomesInstructional Outcomes are clear statements of intended learning that lead to the development of sound formative and summative assessments. They describe what students are expected to learn after successfully completing a lesson(s) or learning experience. Instructional Outcomes reflect important learning and are written in terms of what students will learn rather than do. Outcomes are congruent to the big ideas and enduring standards of the discipline and represent a range of knowledge, including factual, conceptual, reasoning, social, management, communication, and dispositions. Over the progression of a unit or course, the outcomes should be logically sequenced to scaffold over time, connect to previous and future learning, and become progressively more complex as students’ knowledge builds.

The terms “Learning Targets” and “Instructional Outcomes” are synonymous and are used interchangeably in PGES support materials created by the Kentucky Department of Education. “Outcome” is the term used throughout the Framework for Teaching, so FCPS opted to adopt this terminology for use in the curriculum maps. NOTE: The Instructional Outcomes provided in the FCPS curriculum maps are meant to serve as examples and are not all-inclusive lists. Teachers are encouraged to add, revise, break apart and/or combine Instructional Outcomes based on the formative assessment results and needs of the students.

Resources


Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component C: Setting Instructional OutcomesDomain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent InstructionDomain 1, Component F: Designing Student AssessmentsDomain 3, Component A: Communicating with StudentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction



Integration StandardsIntegration Standards are related standards from disciplines other than the primary focus of the unit of the study. 21st Century skills demand that students be able to integrate, assimilate, and apply knowledge from a variety of disciplines in order to solve problems and be successful in the workplace. Content knowledge and learning cannot exist in isolated pockets; it must be assimilated and integrated for the purpose of problem-solving and application. Integration Standards allow the students to make cross-disciplinary connections and to better understand the interrelationship among multiple content areas. When determining which standards to integrate into the current unit of study, teachers should consider content from interpersonal skills, the arts, PLCS, math, civics and culture, and literacy that naturally enhances the enduring standards and big ideas.

Resources

Beers, S. Z. (2011). Teaching 21st century skills. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., & Heflebower, T. (2012). Teaching and assessing 21st century skills. Bloomington, IN: Marzano Research Laboratory.

Framework for 21st Century Learning: http://www.p21.org/our-work/p21-framework


Domain 1, Component A: Knowledge of Content and PedagogyDomain 2, Component B: Establishing a Culture for LearningDomain 3, Component C: Engaging Students in LearningDomain 4, Component D: Participating in a Professional Community


http://www.p21.org/our-work/p21-framework


Learning ActivitiesLearning Activities refer to the series of thoughtfully constructed and cognitively engaging learning tasks. Learning Activities should incorporate the use of appropriate resources and materials, high-yield instructional strategies, and consistent structures including opportunities for literacy development, differentiation, modeling, practice time, and constructive feedback. Learning Activities are punctuated by informal formative assessment measures throughout the lesson to see how well students are progressing in their learning. Learning Activities should be directly aligned to the instructional outcomes with a broader focus on eventual mastery of the related enduring standard.

Resources

Dean, C. B., Ross Hubbell, E., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H.F., Dewing, R. T., & Perini, M. J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component E: Designing Coherent InstructionDomain 3, Component C: Engaging Students in LearningDomain 3, Component E: Demonstrating Flexibility and Responsiveness



Performance ExpectationsPerformance Expectations are measurable criteria that describe what proficiency looks like when the instructional outcomes are reached. These criteria define the minimum expectations for rigor at that point in the learning progression and should require application of the knowledge at higher cognitive levels. The Performance Expectations are congruent to the big ideas and enduring standards of the discipline and provide an outline for the development of summative assessments of learning. Performance Expectations may encompass traditional multiple-choice and constructed response assessments but also must go beyond such measures to include appropriate product-, project-, or performance-based options.

Resources

Hallerman, S. & Larmer, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools, and tips for standards-focused K-5 projects. Novato, CA: Buck Institute for Education.

Laur, D. (2013). Authentic learning experiences: A real-world approach to project-based learning. New York: Routledge.

National Academy Foundation. (n.d.). Project-based learning: A resource for instructors and program coordinators. Pearson Foundation. Retrieved July 5, 2014 from http://naf.org/files/PBL_Guide.pdf


Domain 1, Component F: Designing Student AssessmentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction


http://naf.org/files/PBL_Guide.pdf


ResourcesResources are the key materials utilized by teachers. Resources fall into several different categories: those used in the classroom by students, those available beyond the classroom walls to enhance student learning, those for teachers to further their own professional knowledge and skill, and those that can provide non-instructional assistance to students. Resources include such things as books and other print material, technology, community and professional organizations, and people. Resources for lessons should be selected to enhance the lesson activities and engage the students.


Domain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent Instruction



Summative Assessment of LearningSummative Assessment, also referred to as “assessment of learning,” is a formal means for determining how much a student has learned, and to what level, at the end of a unit or course. Summative Assessments are typically used for the purposes of monitoring accountability and assigning grades or performance levels. These assessments can and should take on a variety of formats, from traditional paper/pencil assessments to projects to performance tasks. Summative Assessments are designed to measure mastery of instructional outcomes and should be congruent with enduring standards. The performance expectations provide additional clarification around the content and intended purpose of the Summative Assessment.

Resources


Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders (3rd ed.). Pearson.


Domain 1, Component F: Designing Student Assessments



Supporting StandardsSupporting Standards are Kentucky Core Academic Standards that have not been identified as Enduring Standards. They are important because they provide foundational support, scaffolding, and enhancement for the Enduring Standards and may come from a variety of disciplines. In some instances, students cannot demonstrate mastery of an instructional outcome or enduring standard without incorporating their knowledge of a Supporting Standard(s). Supporting Standards are typically more heavily assessed through formative measures, but can also be included in summative assessment measures. In addition, it is likely that Supporting Standards may only be introduced, instructed and assessed one time throughout the course (unless the teacher deems otherwise), whereas enduring standards are likely to show up multiple times throughout the course.


Domain 1, Component A: Demonstrating Knowledge of Content and Pedagogy


FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Science – Student Growth Goals

Enduring Skill Reference to Standards

Use scientific thinking to question the natural and designed world.

Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56.

NGSS Appendix F, pages 4, 17-18

Use scientific thinking to define problems within the natural and designed world.

Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56.

NGSS Appendix F, pages 4, 17-18Develop and refine models to explain, predict, and investigate the natural and designed world.

Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59.

NGSS Appendix F, pages 19-20Use models to explain, predict, and investigate the natural and designed world, including identifying the limitations of the models.

Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59.

NGSS Appendix F, pages 19-20

Plan and carry out investigations.

Framework for K-12 Science Education, Practice 3: Planning and Carrying Out Investigations, pages 59-61.

NGSS Appendix F, page7, 21

Organize and use data to support claims or conclusions.

Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63


Analyze data to make sense of phenomena or determine an optimal design solution.

Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63


Construct explanations based on scientific evidence.

Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages 67-71

NGSS Appendix F, pages 11-12, 27-28

Framework for K-12 Science Education, Office of Curriculum and Instruction Revised 2016

FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Science – Student Growth Goals

Design and refine solutions to problems. Practice 6: Constructing Explanations and Designing Solutions, pages 67-71

NGSS Appendix F, pages 11-12, 27-28

Argue using scientific evidence.Framework for K-12 Science Education, Practice 7: Engaging in Argument from Evidence, pages 71-74

NGSS Appendix F, , pages 13-14, 29-30Use evidence to evaluate claims. Framework for K-12 Science Education,

Practice 7: Engaging in Argument from Evidence, pages 71-74

NGSS Appendix F, pages 13-14, 29-30Obtain information to determine patterns in and/or evidence about the natural or designed world.

Framework for K-12 Science Education, Practice 8: Obtaining, Evaluation, and Communicating Information, pages 74-77.

NGSS Appendix F, pages 31-32.Evaluate information to determine usefulness and value.


NGSS Appendix F, pages 31-32.Communicate information in a variety of developmentally appropriate formats.


NGSS Appendix F, pages 31-32.


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