Students who demonstrate understanding can:
2-LS2-1. |
[Assessment Boundary: Assessment is limited to testing one variable at a time.] |
2-LS2-2. |
|
---|
2-LS4-1. |
[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] |
|
The performance expectations above were developed using the following
elements from the NRC document A Framework for K-12 Science Education: |
Science and Engineering Practices
Modeling in K–2 builds on prior experiences and progresses to include using and
developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design
solutions.
Planning and carrying out investigations to
answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide
data to support explanations or design solutions.
- - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
- Scientists look for patterns and order when making observations about the world. (2-LS4-1)
|
Disciplinary Core Ideas
|
Crosscutting Concepts
|
Connections to other DCIs in second grade: N/A
|
Articulation of DCIs across grade-levels: K.LS1.C (2-LS2-1); K.ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS2-2),(2-LS4-1)
|
Common Core State Standards Connections:
ELA/Literacy — |
W.2.7 |
Participate in shared research and
writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1) |
W.2.8 |
Recall information from experiences or
gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1) |
SL.2.5 |
Create audio recordings of stories or
poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)
|
Mathematics — |
MP.2 |
Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1) |
MP.4 | Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1) |
MP.5 | Use
appropriate tools strategically. (2-LS2-1) |
2.MD.D.10 |
Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information
presented in a bar graph. (2-LS2-2),(2-LS4-1) |
|
Students who demonstrate understanding can:
2-LS2-1. |
[Assessment Boundary: Assessment is limited to testing one variable at a time.] |
2-LS2-2. |
|
---|
2-LS4-1. |
[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] |
|
The performance expectations above were developed using the following
elements from the NRC document A Framework for K-12 Science Education: |
Science and Engineering Practices
Modeling in K–2 builds on prior experiences and progresses to include using and
developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design
solutions.
Planning and carrying out investigations to
answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide
data to support explanations or design solutions.
- - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
- Scientists look for patterns and order when making observations about the world. (2-LS4-1)
|
Disciplinary Core Ideas
|
Crosscutting Concepts
|
Connections to other DCIs in second grade: N/A
|
Articulation of DCIs across grade-levels: K.LS1.C (2-LS2-1); K.ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS2-2),(2-LS4-1)
|
Common Core State Standards Connections:
ELA/Literacy — |
W.2.7 |
Participate in shared research and
writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1) |
W.2.8 |
Recall information from experiences or
gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1) |
SL.2.5 |
Create audio recordings of stories or
poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)
|
Mathematics — |
MP.2 |
Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1) |
MP.4 | Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1) |
MP.5 | Use
appropriate tools strategically. (2-LS2-1) |
2.MD.D.10 |
Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information
presented in a bar graph. (2-LS2-2),(2-LS4-1) |
|
Students who demonstrate understanding can:
2-LS2-1. |
[Assessment Boundary: Assessment is limited to testing one variable at a time.] |
2-LS2-2. |
|
---|
2-LS4-1. |
[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] |
|
The performance expectations above were developed using the following
elements from the NRC document A Framework for K-12 Science Education: |
Science and Engineering Practices
Modeling in K–2 builds on prior experiences and progresses to include using and
developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design
solutions.
Planning and carrying out investigations to
answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide
data to support explanations or design solutions.
- - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
- Scientists look for patterns and order when making observations about the world. (2-LS4-1)
|
Disciplinary Core Ideas
|
Crosscutting Concepts
|
Connections to other DCIs in second grade: N/A
|
Articulation of DCIs across grade-levels: K.LS1.C (2-LS2-1); K.ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS2-2),(2-LS4-1)
|
Common Core State Standards Connections:
ELA/Literacy — |
W.2.7 |
Participate in shared research and
writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1) |
W.2.8 |
Recall information from experiences or
gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1) |
SL.2.5 |
Create audio recordings of stories or
poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)
|
Mathematics — |
MP.2 |
Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1) |
MP.4 | Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1) |
MP.5 | Use
appropriate tools strategically. (2-LS2-1) |
2.MD.D.10 |
Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information
presented in a bar graph. (2-LS2-2),(2-LS4-1) |
|