Difference between revisions of "P-2"
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<span class="sp-ab">Assessment boundary: Assessment does not include friction as a mechanism for change in speed.</span></span><br><br> | <span class="sp-ab">Assessment boundary: Assessment does not include friction as a mechanism for change in speed.</span></span><br><br> | ||
<span class="sp-read-more'>[[K-PS2-2|Read more...]]</span> | <span class="sp-read-more'>[[K-PS2-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | == K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[K-LS1-1]]</span> | <span class="sp-desc">Survival needs</span></span><br> | ||
| + | <span class="pe-statement">Use observations to describe patterns of what plants and animals (including humans) need to survive.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water and other materials to live, grow, and thrive.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[K-LS1-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[K-ESS2-2]]</span> | <span class="sp-desc">Modifying the environment</span></span><br> | ||
| + | <span class="pe-statement">Construct an argument supported by evidence for how plants and animals (including humans) can | ||
| + | change the environment to meet their needs.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of plants and animals changing their | ||
| + | environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[K-ESS2-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[K-ESS3-1]]</span> | <span class="sp-desc">Needs and location</span></span><br> | ||
| + | <span class="pe-statement">Use a model to represent the relationship between the needs of different plants or animals (including | ||
| + | humans) and the places they live.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[K-ESS3-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[K-ESS3-3]]</span> | <span class="sp-desc">Impact of humans</span></span><br> | ||
| + | <span class="pe-statement">Communicate solutions that will reduce the impact of humans on living organisms and non-living | ||
| + | things in the local environment. </span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of human impact on the environment (land, water, air, plants, and animals) could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[K-ESS3-3|Read more...]]</span> | ||
</div> | </div> | ||
</div> | </div> | ||
Revision as of 15:44, 25 August 2023
NY state science learning standards for pre-k, kindergarten, first grade, and second grade.
P. Physical Sciences
P-PS1-1 | Solids and liquids
Ask questions and use observations to test the claim that different kinds of matter exist as either solid or liquid.
Clarification statement: Emphasis should be on observing and describing similarities and differences between solids and liquids based on their
physical properties. Solids and liquids can be compared and categorized (sorted) based on those properties.
Read more...
P-PS2-1 | Forces: push and pull
Use tools and materials to design and build a device that causes an object to move faster with a push or a
pull.
Clarification statement: Emphasis should be on developing an interest in investigating forces (pushes or pulls). Examples of forces could include a
string attached to an object being pulled or a ramp to increase the speed of an object.
Assessment boundary: Assessment is limited to relative measures of speed (slower, faster)
Read more...
P-PS4-1 | Sound
Plan and conduct investigations to provide evidence that sound is produced by vibrating materials.
Clarification statement: Examples of vibrating materials could include percussion instruments (e.g. drum, triangle), string instruments (e.g. guitar, piano), wind instruments (e.g. recorder, whistle), and audio speakers.
Read more...
P. Life Sciences
P-LS1-1 | Survival needs
Observe familiar plants and animals (including humans) and describe what they need to survive.
Clarification statement: Emphasis should be on determining what a variety of living organisms need to live and grow.
Read more...
P-LS1-2 | External parts for survival
Plan and conduct an investigation to determine how familiar plants and/or animals use their external
parts to help them survive in the environment.
Clarification statement: Emphasis should be on the relationships between the physical and living environment. Examples of external parts could include roots, stems, leaves for plants and eyes, ears, mouth, arms, legs for animals.
Read more...
P-LS3-1 | Similarity to parents
Develop a model to describe that some young plants and animals are similar to, but not exactly like, their parents.
Clarification statement: Emphasis is on observation and pictorial representations of familiar plants and animals.
Read more...
P. Earth and Space Sciences
P-ESS1-1 | Sun, moon, and stars: predictable patterns
Observe and describe the apparent motions of the Sun, moon, and stars to recognize predictable
patterns.
Clarification statement: Examples of patterns could include that the Sun and moon appear to move across the sky in a predictable pathway; day and night follow predictable patterns; seasons change in a cyclical pattern (e.g. summer follows spring, autumn follows summer); the moon’s shape appears to change in a cyclical pattern; and stars other than our Sun can be visible at night depending on local weather conditions.
Read more...
P-ESS2-1 | Weather patterns
Ask questions, make observations, and collect and record data using simple instruments to recognize patterns about how local weather conditions change daily and seasonally.
Clarification statement: Emphasis is on daily weather conditions recorded over a period of time and how those conditions impact student activities and what clothes they wear. Examples of local weather conditions could include cloud cover (sunny, partly cloudy, cloudy, foggy), precipitation (no precipitation, snow, hail, rain), wind (no wind, some wind, strong wind), and temperature (cold, cool, warm, hot).
Assessment boundary: Assessment is limited to qualitative measures of local weather conditions.
Read more...
P-PS3-1 | Sunlight effects
Plan and conduct an investigation to determine the effect of sunlight on Earth’s surface.
Clarification statement: Examples of effects could include illumination, shadows casted, and the warming effect on living organisms and nonliving things.
Assessment boundary: Assessment of effects is limited to relative measures: e.g. warm/cool, bright/dark.
Read more...
K. Matter and Its Interactions
K-PS1-1 | Solids, liquids, and temperature
Plan and conduct an investigation to test the claim that different kinds of matter exist as either solid or liquid, depending on temperature.
Clarification statement: Emphasis should be on solids and liquids at a given temperature and that a solid may be a liquid at higher temperature and a liquid may be a solid at a lower temperature.
Assessment boundary: Only a qualitative description of temperature, such as hot, warm, and cool, is expected
Read more...
K. Forces and Interactions: Pushes and Pulls
K-PS2-1 | Motion: pushes and pulls
Plan and conduct an investigation to compare the effects of different strengths or different directions of
pushes and pulls on the motion of an object.
Clarification statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.
Assessment boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.
Read more...
K-PS2-2 | Design solution: motion
Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with a push or a pull.
Clarification statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.
Assessment boundary: Assessment does not include friction as a mechanism for change in speed.
Read more...
K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
K-LS1-1 | Survival needs
Use observations to describe patterns of what plants and animals (including humans) need to survive.
Clarification statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water and other materials to live, grow, and thrive.
Read more...
K-ESS2-2 | Modifying the environment
Construct an argument supported by evidence for how plants and animals (including humans) can
change the environment to meet their needs.
Clarification statement: Examples of plants and animals changing their
environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.
Read more...
K-ESS3-1 | Needs and location
Use a model to represent the relationship between the needs of different plants or animals (including
humans) and the places they live.
Clarification statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
Read more...
K-ESS3-3 | Impact of humans
Communicate solutions that will reduce the impact of humans on living organisms and non-living
things in the local environment.
Clarification statement: Examples of human impact on the environment (land, water, air, plants, and animals) could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.
Read more...