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2SCN00 SCIENCE GRADE 2

Parsippany-Troy Hills School District

2SCN00 – SCIENCE GRADE 2 A Course Outline for 2ND Grade Science

Approved by the Board of Education 2-25-2016

Developed: 12-10-10 Revised: 7-16-15 Approved: 2-25-16

2SCN00 SCIENCE GRADE 2

Table of Contents

STATEMENT OF PURPOSE ................................................................................................................................................................................................... 4

RATIONALE .......................................................................................................................................................................................................................... 5

The Living Curriculum ......................................................................................................................................................................................................... 6

Affirmative Action ............................................................................................................................................................................................................... 6

General Goals ...................................................................................................................................................................................................................... 7

ASSESSMENT PROCEDURES ................................................................................................................................................................................................ 8

PARSIPPANY-TROY HILLS TOWNSHIP .............................................................................................................................................................................. 9

COURSE PROFICIENCIES .................................................................................................................................................................................................. 9

I. Curriculum Topic: Physical Science .................................................................................................................................................................. 14

I. Curriculum Topic: Life Science ......................................................................................................................................................................... 19

III. Curriculum Topic: Engineering Design ..................................................................................................................................................................... 25

BIBLIOGRAPHY .................................................................................................................................................................................................................. 27

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ............................................................................................................................................ 29

Appendix A.1 31

Appendix A.2 33

Appendix A.3 37

Appendix A.4 39

Appendix A.5 42

APPENDIX B LAB ............................................................................................................................................................................................. 44

APPENDIX C New Jersey Student Learning Standards for Science .................................................................... Error! Bookmark not defined. Science and Engineering Practices ................................................................................................................................................................ 47

Disciplinary Core Ideas ...................................................................................................................................................................................... 47

Crosscutting Concepts....................................................................................................................................................................................... 47

Science and Engineering Practices ................................................................................................................................................................ 50






2SCNOO-SCIENCE-GRADE 2




APPENDIX D New Jersey Student Learning Standards for Technology .......................................................................................................... 56

2014 New Jersey Student Learning Standards for Technology ................................................................................................................................. 57

APPENDIX E Reading and Writing .................................................................................................................................................................. 73

APPENDIX F ENGINEERING AND DESIGN ....................................................................................................................................................... 82

APPENDIX G RUBRICS ............................................................................................................................................................................................... 84

APPENDIX H NJSLS Standards………………………………………………………………………………………………………………………………………………………….…..……………85


STATEMENT OF PURPOSE The Science program in the Parsippany-Troy Hills School District, beginning in kindergarten, emphasizes skill development, problem solving and

scientific inquiry in each of the three major Science disciplines: Life, Physical, and Earth Science.

The students will employ a hands on multisensory approach, incorporating kinesthetic, visual, and technology-based elements. In addition,

students are asked to apply their knowledge to find solutions to problems in the world around them.

The major focus is to have students build an in-depth knowledge of each topic studied through hands-on learning experiences that make

connections in multiple content areas under the STEAM model (Science, Technology, Engineering, Art and Mathematics).

Teachers are encouraged to use the 5E Instructional Model when developing lesson plans (See Appendix G). Disciplinary Core Ideas, Science and

Engineering Practices and Crosscutting Concepts will be infused throughout this curriculum as outlined in the New Jersey Student Learning

Standards for Science.

In Grade 2 Science classes, students are asked to sort, predict, observe, measure, compare, conclude, explain, infer, design and build. Special

attention is given to developing strong reading, writing and math skills that will be utilized in several areas for many years to come


RATIONALE The Grade 2 Science Course of Study is closely aligned with the New Jersey Student Learning Standards for Science

and the New Jersey Student Learning Standards for Technology (NJSLS for Technological Literacy).

The philosophy being employed is that immersing young minds in scientific inquiry and project based learning will generate student excitement and

curiosity in a manner that provides each individual a solid foundation. From this foundation, they will build an in-depth understanding of challenging

concepts the students will encounter this year and throughout their lives. Attention is given to provide interdisciplinary connections to the areas of

Mathematics, Reading/Writing, Health, and Engineering.

This Curriculum includes project based learning opportunities that incorporate components of Science, Technology, Engineering, Art and

Mathematics (STEAM), which reflect an interweaving of inquiry based learning in light of developing greater student competencies in problem

solving, critical thinking, and finding solutions through processes. Our students now have the important opportunities to grow in an environment that

stresses the idea of learning through process and learning as critical thinkers.

MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


The Living Curriculum

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

Affirmative Action

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.


General Goals

All students will understand that:

1. Scientists ask questions about the world around them and find answers by investigating through many methods.

2. Engineers use a process to design new technology to meet human needs.

3. Technology affects our everyday life and can affect the environment around us.

4. There are many kinds of animals that need certain things to live and grow.

5. Fossils help us learn about animals that lived long ago.

6. All plants need certain things to live and grow.

7. Plants have parts that help them grow and change.

8. Living things live in an environment that meets its needs.

9. Environments can be found all over the Earth and change over time.

10. Changes can occur to Earth’s surface.

11. People need Earth resources like rock, plants and water.

12. Processes on Earth can change Earth’s landforms. Some changes happen slowly, while other happen quickly.

13. Matter can have different properties (solid, liquid or gas) and can change.


ASSESSMENT PROCEDURES The following will contribute to a marking period evaluation: Class Participation

Refers to the student’s ability to make significant contributions on a daily basis

Science Journal Entries Entries are reviewed and evaluated for accuracy and completeness as well as for the ability to be utilized for self-assessment

Teacher Observations Student’s ability to work collaboratively in a small group setting Student’s ability to process information and utilize appropriate skills to complete task Student’s ability to utilize reasoning skills to develop an in-depth level of understanding Student’s ability to perform laboratory kills safely and accurately

Formal Assessments Tests and Quizzes Authentic Assessment Tasks Projects Written and Oral Reports

Benchmark assessments for students in grades K through 5 are administered each trimester.


PARSIPPANY-TROY HILLS TOWNSHIP COURSE PROFICIENCIES

Course: 2SCN00 Title: 2ndGrade Science In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning

Standards for Science, the following are proficiencies required for the successful completion of the above named course.

The student will:

1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties (2-PS1-1).

2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an

intended purpose (2-PS1-2).

3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and

made into a new object (2-PS1-3).

4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot (2-PS1-4).

The student will:

5. Plan and conduct an investigation to determine if plants need sunlight and water to grow (2-LS2-1.)

6. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants (2-LS2-2).

7. Make observations of plants and animals to compare the diversity of life in different habitats (2-LS4-1).

The student will:

8. Use information from several sources to provide evidence that Earth events can occur quickly or slowly (2-ESS1-1).

9. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land (2-ESS2-1).

10. Develop a model to represent the shapes and kinds of land and bodies of water in an area (2-ESS2-2).

11. Obtain information to identify where water is found on Earth and that it can be solid or liquid (2-ESS2-3).

12. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can

be solved through the development of a new or improved object or tool. (K-2-EST1-1).


13. 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 (K-2-ETS1-2).

14. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each

performs (K-2-ETS1-3).


Grade 2 Organization

Topics Units Timeline (Suggested Trimester) Required STEM Activity

Introduction to Science

Units 2.1 & 2.2 First weeks of school Solve A Problem (see Appendix A.1)

Physical Science 2.9, L1-4

One Trimester (First) Take it Apart, Put it Together (see Appendix A.2)

Earth Science 2.6, L1 3.5

One Trimester (Second or Third)) Test It: Strong Buildings (see Appendix A.3) Preventing Erosion (see Appendix A.4)

Life Science 1.5, L1 2.3 (all but L2) 2.4, L1, 2, 3 & .5 2.5, L 2 & 3

One Trimester (Second or Third) Design A Bird (see Appendix A.5)

*First number grade level, Second number is the unit

Introduction: - Unit 1 - Unit 2


Physical Science: - Unit 9, Lesson 1 - Unit 9, STEM (363-364) - Betterlesson.com - building things in different ways - Betterlesson.com - systems - Unit 9, Lesson 3 - FOSSWeb - Unit 9, Lesson 4

Life Science:

- Unit 4, Lesson 1 - Unit 4, Lesson 5 - Unit 5, Lesson 3 - Magic School Bus - beehive - Grade 1: Digital Lesson, Unit 5, Lesson 1 - Unit 3 (all lessons except 2)

Earth Science: - Unit 6, Lesson 1 - Grade 3: Digital Lesson, Unit 5, Lesson 1 - Grade 3: Digital Lesson, Unit 5, Lesson 3

Engineering and Design: - Unit 1, Lesson 2 - Unit 1, Lesson 3 - Unit 1, Lesson 5 - Unit 2, Lesson 1


Practices for the K-12 Science Classroom: “I Can” Statements

1 Asking questions (for science) and defining problems (for engineering)

I can wonder about my world and ask questions about it

2 Developing and using models I can create ways to model real-world situations

3 Planning and carrying out investigations I can plan and carry out investigations

4 Analyzing and interpreting data I can understand and explain what data means

5 Using mathematical and computational thinking I can use math to explain my thinking

6 Constructing explanations (for science) and designing solutions (for engineering)

I can come up with solutions and explain why these solutions work

7 Engaging in argument from evidence I can support my findings with facts

8 Obtaining, evaluating and communicating information I can collect, understand, and share information


I. Curriculum Topic: Physical Science * All materials for guided inquiries can be found in science kit

Essential Question (s):

- a) Unit 9: What is matter and how can the properties of matter change?

- b) How can water change states?

Enduring Understanding: a) Matter is anything that takes up space.

b) Water changes states when it is heated or cooled.

2-PS1 Structure and Properties of Matter

Proficiency/Objective Standards Suggested Activity Evaluation/Assessment Teacher Notes

Students will Students will:

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose

2-PS1-1 2-PS1-1

Perform a guided lab where students use a balance to measure the mass of classroom objects. SW observe that objects differ in mass. Plan and conduct a scavenger hunt to sort objects by their properties. Discuss how students chose to classify their objects. Develop science concepts of solids, liquids, and gases.

Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process. Teacher observation, Science Notebook: student response to scavenger hunt questions in accordance with the engineering design process.

2.9: Teacher's Manual pg. 349 Teacher’s Manual Unit 2.9, Lesson 1




Technology: 8.2.2.D.5

SW complete STEM activity Kitchen Technology (Unit 9 pgs. 363-364) SW be given a scenario and have to decide which materials can be used for a specific purpose.

Writing integration: SW write about their favorite sandwich recipe.

2.9, S.T.E.M pgs. 363-364

Make observations to

construct an evidence-

based account of how an

object made of a small set of

pieces can be disassembled

and made into a new object







2-PS1-3 Technology: 8.2.2.A.2 8.2.2.A.3 8.2.2.D.2 2-PS1-3 Technology: 8.2.2.A.2 8.2.2.A.3 8.2.2.D.2

Complete Required STEM activity SW use legos to design and create a new object using many smaller pieces. Teacher will have students thumbs taped to hand for a portion of the day to show how an animal may function differently if it was missing a part of its system.

Science Journal: Do you think it is always possible to take something apart and put it back together in a new way, and why you think so.

Teacher observation, student participation

See Appendix A.2 Building Things In Different Ways: http://betterlesson.com/lesson/635840/building-things-in-different-ways Send home permission slip as well

http://betterlesson.com/lesson/635840/building-things-in-different-ways












2-PS1-3 Technology: 8.2.2.A.2 8.2.2.A.3 8.2.2.D.2

Teacher will begin by reading “Og the Dog and the Uninventor.” When finished with the story, ask the children, "What would happen in our world if this happened? Imagine you were brushing your teeth getting ready for school and the Univentor shows up in your bathroom next to you. All of sudden, she un-invents the bristles on your toothbrush!!! How would you be able to brush your teeth?" Teacher will review:

- A whole object, plant, or animal may not continue to function the same way if some of its parts are missing.

- A whole object, plant, or animal can do things

“Is It A System?” Worksheet, Science Journal

Systems: http://betterlesson.com/lesson/614614/systems

- Assessment worksheet on site as well

http://betterlesson.com/lesson/614614/systems











2-PS1-3 Technology: 8.2.2.A.2 8.2.2.A.3 8.2.2.D.2

that none of its parts can do by themselves.

- Some objects need to have their parts connected in a certain way if they are to function as a whole.

- Similar parts may play different roles in different objects, plants, or animals.

- Ask students if they can think of other systems and what parts are important for the system to work?

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot

2-PS1-4

Technology: 8.2.2.D.5 8.1.2.E.1

SW complete an ice cube race. Each pair of students will receive an ice cube in a ziplock bag. They will work together to try and melt the ice cube. SW discuss methods

Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process.

Materials: ice cube, plastic bag, petri dish




Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot

2-PS1-4

Technology: 8.2.2.D.5 8.1.2.E.1 2-PS1-4

Technology: 8.2.2.D.5 8.1.2.E.1 2-PS1-4

Technology: 8.2.2.D.5 8.1.2.E.1

for melting as well as ideas for how they could turn their water back into ice. SW now pour water into a petri dish and make predictions about what will happen to the water. In a day or 2 SW check on their petri dishes and see that the water has evaporated. Teacher will use FOSSWeb to complete “Change It” activity with students. Continue to use Unit 9, Lesson 3 to further develop concepts. Complete Unit 9, Lesson 4 Guided Inquiry.

Teacher observation of interactive activity SE p. 370-372 Students can complete “apply concepts” on p. 372 SE p. 373-374 Lesson quiz (see assessment guide p. AG960

FOSSWeb: http://www.fossweb.com/delegate/ssi-wdf-ucm-webContent/Contribution%20Folders/FOSS/multimedia/Solids_and_Liquids/change_it/changeit.html 2.9, Lesson 3 p.365-372 2.9, Lesson 4 Guided Inquiry Lesson

http://www.fossweb.com/delegate/ssi-wdf-ucm-webContent/Contribution%20Folders/FOSS/multimedia/Solids_and_Liquids/change_it/changeit.html








I. Curriculum Topic: Life Science * All materials for guided inquiries can be found in science kit


Unit 3: a) What are some kinds of animals and their needs? What do animals need to live and grow? What are fossils and how can they

help us learn about animals from long ago?

Unit 4: b ) What do plants need to live and grow?

Unit 5: c) How do living things meet their needs in their environments? How do environments change over time?

Enduring Understandings: a) There are many different types of animals that have different needs based on their environment. All animals need water, food and shelter to live and grow. Fossils give us information on how plants and animals lived long ago. b) Plants need water, air, and sunlight to grow. c) Living things adapt to their environment. They change due to natural events and living things.

2-LS: Interdependent Relationships in Ecosystems


Students will Students will:

Plan and conduct an

investigation to determine if

plants need sunlight and

water to grow

Plan and conduct an



water to grow

2-LS2-1

2-LS2-1

Cover both the top side and bottom side of leaves. They can tape or staple pre cut paper squares to secure the paper in place. After one week, children will observe, record and compare their observations. Observe seedlings before water and sunlight is added. Place moist paper towel at the bottom of a

Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process. Teacher observation, Science Notebook: student response to questions in accordance with the engineering design

2.4, Lesson 1

Teacher will have to supply radish seeds See Appendix B.1 for instructions


Plan and conduct an



water to grow

Plan and conduct an



water to grow

2-LS2-1 2-LS2-1

tray and sprinkle with radish seeds. Cover with saran wrap and leave under sunlight for a week, spritzing it with water as needed. Observe sprout growth by the end of the week. Observe what happens to a desert plant in a rain forest environments. Label one plant “desert” and the other plant “rain forest”. Place both plants in a sunny window. Water the desert plant once. Give it ¼ cup of water. Water the rain forest plant each day. Give it ¼ cup of water in the morning, at noon, and in the afternoon. Predict what you think will happen to each plant. Observe the plants for one week. Record any changes you observe. Observe how a bean plant grows. Use a pencil to make holes in soil that is preset in cups. Water the soil. Place the cup in a

process. Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process. Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process.

2.5, Lesson 3 2.4, Lesson 5 p. 171 A


Develop a simple model

that mimics the function of

an animal in dispersing

seeds or pollinating plants

2-LS2-2 Technology: 8.1.2.E.1 8.1.2.F.1

warm, sunny place. Observe the cup each day for two weeks. Water the soil when it is dry. SW watch Magic School Bus: In a Beehive and take notes on the video while watching. Guided discussion of notes and important parts of video.

Student notes, group discussion

Discovery Education: Magic School Bus https://app.discoveryeducation.com/search?Ntt=magic+school+bus+beehive&utm_source=typeahead_selected&utm_medium=banner&utm_campaign=renewals2015

Make observations of plants

and animals to compare the

diversity of life in different

habitats




habitats

2-LS4-1 Technology: 8.1.2.B.1 8.1.2.E.1

2-LS4-1 Technology: 8.1.2.B.1 8.1.2.E.1

SW use grade 1 digital lesson 5.1 as a reference to help create a habitat project. SW choose one of the habitats learned and create a display using teacher created guidelines and rubric. Have students create a flip book. On the cover they will draw a picture of a flower and label each part “stem, roots, leaf, etc.”. Cut each labeled part across, so that when each is opened, the definition of its role is on the inside of the book.

Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process. Teacher observation and completed flip book .

Grade 1 Digital Lesson 1.5, Lesson 1 See attached document in Appendix B.2 for directions and rubric. See Appendix B.3 for instructions

https://app.discoveryeducation.com/search?Ntt=magic+school+bus+beehive&utm_source=typeahead_selected&utm_medium=banner&utm_campaign=renewals2015











habitats




habitats




habitats

2-LS4-1 Technology: 8.1.2.B.1 8.1.2.E.1

2-LS4-1 Technology: 8.1.2.B.1 8.1.2.E.1

2-LS4-1 Technology: 8.1.2.B.1 8.1.2.E.1

Use a Venn Diagram to compare animal needs to plant needs. Observe how animals that live in cold environments stay warm. Put on a pair of plastic gloves, cover your left hand in vegetable shortening. Put each hand in a zip-loc bag. Zip up both bags. Put both hands in cold water. Compare how your hands feel. Record observations. Observe that fossils can show what animals and plants looked like long ago. Observe how fossils formed long ago by making a model. Coat a seashell with vaseline. Press the shell into the clay to make a model of a fossil. Then take it out and observe the clay. Pour glue into the imprint. Fill it completely, and let the

Venn Diagram to be completed by students individually. Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process. Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process.

2.3, Lesson 1 Teacher’s Edition p. 88 2.3, Lesson 3 2.3, Lesson 3 Teacher’s Edition p. 129A





habitats




habitats

2-LS4-1 Technology: 8.1.2.B.1 8.1.2.E.1

2-LS4-1 Technology: 8.1.2.B.1 8.1.2.E.1

glue dry overnight. Separate the dried glue from the clay and observe. Compare the two fossils. Complete a fossil “dig” using large wooden pieces. This activity can be done as a class or a grade level. Read the letter aloud from the “paleontologist.” Explain to the students that they will be taking turns “digging up” each fossil piece, slowly “building” the completed dinosaur. Complete an interactive dinosaur dig on the whiteboard ask for volunteers to take turns “digging” up a new fossil by using a new tool.

Writing Integration: SW write a letter to the paleontologist describing in detail what they “dug up” and the final outcome. Teacher observation of interactive activity and student response to questions in accordance with the engineering design process.

(Contact curriculum supervisor to schedule a time to pick up the kit that goes with this activity.) **This activity needs to be done in a large open space chosen beforehand, and set up prior to the activity. http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html


III. Curriculum Topic: Engineering Design * All materials for guided inquiries can be found in science kit


-Unit 1: a) How do we use science tools? What tools can we use? How do we solve a problem?

-Unit 2: b) What is the design process?

Enduring Understandings: a) We us science tools to gather accurate information on things in our environment. Our 5 senses, scales, and

various measuring instruments are used by scientists. To solve problems scientists gather information, design

and build a model and then communicate the effectiveness.

b) The design process is a set of steps used to create solutions to problems and improve them.

K-2-ETS1: Engineering Design


Students will: Students will:

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-EST1-1 Technology: 8.2.2.C.5 8.2.2.D.5

Investigate how science tools help you learn about things. Choose an object from a box of objects. Record observations about that object. Choose a tool. Use it to observe your object. Infer how else the tool helps you learn about the object. Record what you learn and compare observations with other classmates


2.1, Lesson 3 Teacher’s Edition p. 23A

Develop a simple sketch,

drawing, or physical

model to illustrate how

K-2-ETS1-2 Technology: 8.2.2.D.1

In partners, have students plan and draw a design for a treehouse. Have

Teacher observation and completed treehouse design by the student. Student response to questions in

2.1, Lesson 5 Teacher’s Edition p. 36A Differentiated Inquiry


the shape of an object

helps it function as

needed to solve a given

problem

Develop a simple sketch,

drawing, or physical

model to illustrate how

the shape of an object

helps it function as


children discuss how a model would help them figure out how to build a treehouse. If time and materials allow, challenge them to build a model of the treehouse based on their design. Plan and conduct an investigation to design and build a parachute that stays in the air for at least 15 seconds.

accordance with the engineering design process. Teacher observation, Science Notebook: student response to questions in accordance with the engineering design process.

2.2, Lesson 1 Teacher Edition p. 43A

Analyze data from tests

of two objects designed

to solve the same

problem to compare the

strengths and

weaknesses of how each

performs


Math integration: Provide partners with a balance and six small classroom objects. Have them order the objects from lightest to heaviest. Ask them to plan a strategy, such as comparing two objects at a time. Have children show their results with a drawing, a lineup of the objects, or an oral report.


2.1, Lesson 2 Teacher’s Edition p.20A Make Connections


BIBLIOGRAPHY TEXTBOOKS:

DiSpezio, Michael, Marjorie Frank, Michael R. Heithaus, Donna M. Ogle. Science Fusion. Boston: Houghton Mifflin Harcourt, 2012.

COMPUTER APPLICATIONS:

WEBSITES:

http://www.nextgenscience.org/next-generation-science-standards - NGSS. Next Generation Science Standards, For States, By

States. National Academies Press, 2013.

http://www.state.nj.us/education/aps/cccs/tech/ - NJ Technology standards

http://www.discoveryeducation.com/ - videos/clips for various topics

https://www.youtube.com/ - videos/clips for various topics

https://www.brainpop.com/ - various topics

http://www.fossweb.com/delegate/ssi-wdf-ucm-webContent/Contribution%20Folders/FOSS/multimedia/Solids_and_Liquids/change_it/changeit.html - FOSSWeb - Changing states of matter http://betterlesson.com/lesson/614614/systems - various lessons used http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html - interactive fossil dig http://www.nextgenscience.org/search-standards-dci?tid_1%5B%5D=6- Next Generation Science Standards

http://www.state.nj.us/education/aps/cccs/tech/- NJ Technology standards 1The 5E Model of Instruction - 5E Instructional Model

1 "The 5E Model of Instruction." 2011. 31 Jul. 2015 <http://www.wisd.org/users/0001/docs/GVC/5E%20Model.pdf>

http://www.nextgenscience.org/next-generation-science-standards

http://www.state.nj.us/education/aps/cccs/tech/

http://www.discoveryeducation.com/

https://www.youtube.com/

https://www.brainpop.com/



http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html

http://www.nextgenscience.org/search-standards-dci?tid_1%5B%5D=6

https://mail.pthsd.k12.nj.us/owa/redir.aspx?C=4_DTMTj1Q0uQcDgsaSdHXXiK-TUpjdJI_PfIjciZ77t3xhoduqbuPYov8H_-QQDa-zrYZOGR_Wc.&URL=http%3a%2f%2fwww.state.nj.us%2feducation%2faps%2fcccs%2ftech%2f

http://www.wisd.org/users/0001/docs/GVC/5E%20Model.pdf

http://www.wisd.org/users/0001/docs/GVC/5E%20Model.pdf

SCN00 – SCIENCE GRADE 2

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


Appendix A.1 Solve A Problem - Guided Inquiry Flipchart p. 6, Student Edition pgs. 35-36

New Jersey Student Learning Standards for Science:

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each

performs

Technology:

8.2.2.D.1

Objective:

- Design and build a holder to keep art supplies organized in your classroom that must be strong enough to hold the weight of the supplies.

- Children should discover that building a physical model is a way to solve a problem

Materials:

For each pair of students

● scissors

● glue

● tape

● string

● cardboard

● construction paper

● cans

● cartons

Introduction:

● Welcome to Second Grade! We seem to have a little problem in our classroom. We have so many new art supplies and nowhere to store

them! Please help by designing a holder to organize our classroom art supplies.

SCNOO – SCIENCE- GRADE 2

Procedure:

List the properties the holder must have. Example: The holder must be strong enough to hold the weight of all the supplies

Use your list to work within your group to design your holder

Make a drawing

Make a list of materials needed

Build your holder

Test your holder

Make improvements as needed and retest

Assessment:

● Student edition pages 35-36

● Lesson Quiz (see assessment guide, p.AG 5)

● STEAM rubric

Teacher Notes:

● A virtual lab is available on Science Fusion for additional help ● Students will utilize the Design and Engineering Process (See Appendix E) in their Science Notebook throughout the STEAM activity. ● Teacher should utilize the STEAM rubric. (See Appendix F) ● STEAM activity can be taken place over a period of days and research can be encouraged for homework.


Appendix A.2

Take it Apart, Put it Together New Jersey Student Learning Standards for Science:

2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and

made into a new object

Technology:

8.1.2.A.1

8.2.2.A.3

8.2.2.C.5

8.2.2.D.2

Objective:

- I can work like a scientist to record the steps I take to take something apart and identify the pieces it is made out of.

Materials:


● Variety of student provided materials

Introduction:

● What do you think it means to work like a scientist to take something apart and identify the pieces it is made out of? Let students share their

ideas. "Today we will try to document our steps as we take some real things apart. We will journal what we do and how we do it. We will

need to work in small groups and take turns being the writer and the one who takes the object apart. I would like you all to turn to the board

as we talk about what we will put in our journals today.

Procedure:

Teacher will ask students, "what do we need to start a scientific investigation?" (A Question - designing an investigation is something that students have had experience with in previous lessons so I am hoping they will make the connection here that


1. they need a question. If they do not, I will remind them that we have started each investigation with a question to answer and then ask if we

need a question here.) What question might we want to ask?" I let students suggest questions. I am looking for something based on, 'how

can we figure out what something is made out of, or is something made out of smaller parts?"

2. Once we have framed a question I ask students, "what steps we might take to answer our question?" Record the steps on the board as

students suggest them.

3. "Do you think this is a good order for our investigation or should we rearrange the steps in some way and why might we do one before

another?"

4. Let students share their thoughts on the order of the steps until we agree on what we will need to do.

5. "Now you will follow these steps in small groups. Each group will be given one object to take apart.

a. You have screwdrivers to use of different sizes. You should try not to just break your object. If you are not using the screwdriver, you

should be recording what your partners are doing and what they remove or discover. You can do this in words and pictures. You will

all be working in one journal together so by the time you are done, you will have one complete record of taking your object apart and

the pieces you found."

6. Review the rules for small group work. Ask students to remind me of what they need to remember if they are going to be working in a group.

I point out the group work chart posted on the wall and remind students to follow these rules as they work.

7. Check for questions. Divide the students into groups of 4 and then hand out the journal sheets to each group. Give each group a different

object and 3 different sized screwdrivers. I tell them that they can begin. While they are working circulate around the room and check that

groups are recording what they are doing, as well as working together.

8. Students work to take their object apart. They keep the pieces they remove. As one child works to take a piece off of the object, another

student writes down what they are doing, such as, "he took out the screws and took the cover off." They may use drawings to represent their

work as well. http://betterlesson.com/lesson/resource/3208145/inside-of-a-sander

http://betterlesson.com/lesson/resource/3208145/inside-of-a-sander


9. Teacher will move about the room, encourage the journaling. Say, "I can see that ___ is working on the object right now, who is recording

what he/she is doing?" Also ask, "what have you recorded in your journal so far?" "Do you remember what this part of a science journal is

called?" (The procedure).

10. Use the journals later to assess student understanding of how they record what they are doing as they are doing it. Look for statements

and drawings of what was happening, and not just recalls at the end such as, "we took off the cover."

11. Ask students to look at the pieces that they have removed from the object they have. "Do you think that you could put the pieces together in

a different way? What do you think would happen if you tried to put the pieces together in a different way?" (We would get something

different). "Would it probably work the same way or have the same purpose as the object you started with?" (No, when we recombine the

pieces we will get something new and different.)

12. "I want you to spend about 15 minutes putting the pieces back together. You may add tape to your object, but nothing else other than what

you started with. Each person in your group should get to add a part. I want each of you to pick up one piece you hope to add, starting with

the person whose name begins with the letter closest to the beginning of the alphabet. Each person must add his/her piece and then record

in the journal what you did, using words and drawings. Each drawing should show the pieces that were already there and the new piece

added. When you are done you will have a set of pictures that show how you built your new object."

13. Check for understanding. Remind students of the importance of journaling, and then let them go to work. Move from group to group checking

in, looking at the journals and asking questions.

14. After about 15 minutes ring the bell and ask students to set their new object on their desks. Invite everyone to circulate around the room to

look at the new objects and then to come to the rug.


Assessment:

● Steam rubric

● Science Journals

● Student responses

Teacher Notes:

● http://betterlesson.com/lesson/636201/take-it-apart-put-it-together

● Students will utilize the Design and Engineering Process (See Appendix E) in their Science Notebook throughout the STEAM activity. ● Teacher should utilize the STEAM rubric. (See Appendix F) ● STEAM activity can be taken place over a period of days and research can be encouraged for homework.

http://betterlesson.com/lesson/636201/take-it-apart-put-it-together


Appendix A.3

Test It: Strong Buildings

Guided Inquiry Flipchart p. 31 (Teacher Edition pgs. 254A - 254B)


2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land

Technology:

8.2.2.D.1

8.2.2.D.3

Objective:

- SWBAT use the steps of the engineer and design process to design a building that can withstand an earthquake.

- SWBAT apply the scientific concepts of earthquakes, soil, and structures

Materials:


● cardboard shoe boxes

● a pan

● soil

● saran wrap

● ruler

Introduction:

● Teacher will stack three dictionaries on a tabletop. Then stand three dictionaries on the tabletop about a foot away from the stack. Ask

students to predict what might happen if you were to shake the table. (The dictionaries that are standing will fall over.) Shake the table to test


the children’s predictions. Explain that in an earthquake, the shaking of the earth can cause buildings to fall. Engineers work on improving

the design of buildings to make them stronger so that they will not fall during an earthquake.

Procedure:

1. Fill the pan with soil.

2. Build a block building on the soil, make it about 8 inches high.

3. Gently shake the pan a few times.

4. Is your building still standing?

5. What can you add to make your building stronger? Try new designs.

6. Record results in your science notebook.

Assessment:

● Science Journals

● STEAM Rubric

● Student/Teacher discussion

○ How did you test your designs?

○ How did the tests help you decide how to redesign a model?

Teacher Notes:

● As children experiment remind them to sketch the buildings they built and note what happens when they gently shake the pan. Students can record their observations under their sketches.



Appendix A.4

Preventing Erosion SW work in groups to design a model to create a windbreak to save their homes from wind erosion….. As a class we will go outside and look for different types of water and or wind erosion. Using a camera take pictures of student findings and post them on the whiteboard. Groups will get together to try and figure out a way to help prevent further erosion to the specific area.


2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land

Technology:

8.2.2.D.1

8.2.2.D.3

Objective:

● SWBAT create a windbreak to save their house from wind erosion

Materials:


● Rocks

● Popsicle sticks

● Play Dough

● Shoe Box

● Styro-foam rectangles pieces

● Hole Punchers

● Scissors

● Glue / Tape

● Straws

● Milk Carton decorated like a house


● A Bag of Sand

● Imagine that you are getting ready to move to the desert and you need to block your house from wind erosion. Brainstorm what items you

could create to block the wind. You can observe the material section to aid with your creation. You must use a house in your model.

Procedure:

● Students can visit the material section first. All groups receive a bag of sand and straws. They can select the other needed materials.

● SW brainstorm creation by talking about it, then sketch it.

● Create it.

● Then test it out with each group member blowing 5 puffs of air.

● Record what happens.

● Groups are instructed to follow the lab sheet.

● Teacher will walk around to facilitate their learning to see if support is needed. Some of the following questions are posed: How can you

prevent the wind from blowing? What happens when you blow against the wind? How did you prevent wind erosion from approaching the

home? What were the effects of the air movement from the straws? How can trees and rocks prevent wind erosion?

● If a group is struggling, they are asked to think about what they can build that would block the sand. Should it be built short or tall? Which

height would be beneficial and why? How can you use Earth's resources to prevent wind erosion?

● While groups sit at their tables, they share their creation with the other group members. The group members share compliments or

suggestions as each group presents their creation.

Assessment:

● Student Lab Sheet

● Teacher observation

● Student presentation of finished project

● STEM rubric


Teacher Notes:

● http://betterlesson.com/lesson/637474/preventing-wind-erosion


http://betterlesson.com/lesson/637474/preventing-wind-erosion


Appendix A.5

Design A Bird

Observe what adaptations help a bird survive in its environment. Design a bird to find out. Make three choices for your bird. Think about what its

environment is like, what it eats, and how it flies. Decide what adaptations your bird needs to survive. Design your bird and draw it. Label the picture

to explain each adaptation. Build your bird.

Unit 5, Lesson 2


ETS1-2. 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.

Technology:

8.2.2.B.1

8.2.4.B.2

Objective:

- I can describe how adaptations help living things survive in their environments.

Materials:

-Each group of students will use materials that are brought from home in order to create their bird.

-Nonfiction animal books (optional)

-glue

Introduction:

● Have children look carefully at the bird on this page or pictures of other birds to review the important body parts that help a bird

survive. Parts include feathers, a beak, wings and feet.


● Point out that children may consider the importance of other bird attributes, such as size and color, and how these help birds

survive.

Procedure:

Make three choices for your bird: What is the bird’s environment like ? What does it eat? How does it fly? Decide what adaptations your bird needs

to survive. Design your bird and draw it if needed. Label the picture to explain each adaptation.

Make a list of materials needed

Use materials from home to build a bird

Make improvements as needed and rebuild accordingly

Assessment:

● Student flipchart p. 25

● Teacher’s Edition p. 193A

● STEAM rubric

Teacher Notes:

● Students will utilize the Design and Engineering Process (See Appendix E) in their Science Notebook throughout the STEAM activity. ● As children work, check that the body parts and eating habits they suggest for their birds suit the environments they’ve chosen. Children

should design a bird that has adaptations suited to its particular environment. The labels should clearly explain each adaptation. Children should conclude that any physical feature or behavior that can help an animal survive in its environment is an adaptation.

● Teacher should utilize the STEAM rubric. (See Appendix F) ● STEAM activity can be taken place over a period of days and research can be encouraged for homework.


APPENDIX B LAB


Appendix B.1

Observe seedlings before water and sunlight is added. Place moist paper towel at the bottom of a tray and sprinkle with radish seeds. Cover with

saran wrap and leave under sunlight for a week, spritzing it with water as needed. Observe sprout growth by the end of the week.

- worksheets to be scanned in

Appendix B.2

SW use grade 1 digital lesson 5.1 as a reference to help create a habitat project. SW choose one of the habitats learned and create a display using

teacher created guidelines and rubric.


Appendix B.3

Have students create a flip book. On the cover they will draw a picture of a flower and label each part “stem, roots, leaf, etc.”. Cut each labeled part

across, so that when each is opened, the definition of its role is on the inside of the book



APPENDIX C New Jersey Student Learning Standards for Science


2. Structure and Properties of Matter

Students who demonstrate understanding can: 2-PS1-1. 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.]

2-PS1-2. 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.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

2-PS1-3. Make observations to construct an evidence-based account of how an object made of a 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.]

2-PS1-4. 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.]

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

Planning and Carrying Out Investigations 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.

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.(2-PS1-1)

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Analyze data from tests of an object or tool to determine if it works as intended. (2-PS1-2)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of

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. (2-PS1-1)

Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3)

A great variety of objects can be built up from a small set of pieces. (2-PS1-3)

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. (2-PS1-4)

Crosscutting Concepts

Patterns

Patterns in the natural and human designed world can be observed. (2-PS1-1)

Cause and Effect

Events have causes that generate observable patterns. (2-PS1-4)

Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2)

Energy and Matter

Objects may break into smaller pieces and be put together into larger pieces, or change shapes. (2-PS1-3)

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

http://www.nextgenscience.org/2spm-structures-properties-matter#framework

http://www.nap.edu/openbook.php?record_id=13165&page=59






































http://www.nap.edu/openbook.php%20record_id=13165&page=87

http://www.nap.edu/openbook.php%20record_id=13165&page=87





evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (2-PS1-3)

Engaging in Argument from Evidence Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).

Construct an argument with evidence to support a claim. (2-PS1-4)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Science searches for cause and effect relationships to explain natural events. (2-PS1-4)













2. Interdependent Relationships in Ecosystems

Students who demonstrate understanding can: 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to

testing one variable at a time.]

2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4-1. 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.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]



Developing and Using Models 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.

Develop a simple model based on evidence to represent a proposed object or tool. (2-LS2-2)

Planning and Carrying Out Investigations 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.

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-LS2-1)

Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 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)


LS2.A: Interdependent Relationships in Ecosystems

Plants depend on water and light to grow. (2-LS2-1)

Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)

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. (2-LS4-1)

ETS1.B: Developing Possible Solutions

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to 2-LS2-2)


Cause and Effect

Events have causes that generate observable patterns. (2-LS2-1)

Structure and Function

The shape and stability of structures of natural and designed objects are related to their function(s). (2

http://www.nextgenscience.org/2ire-interdependent-relationships-ecosystems#framework









































2. Earth’s Systems: Processes that Shape the Earth

Students who demonstrate understanding can: 2-ESS1-1.

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.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]

2-ESS2-1.

Compare 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.]

2-ESS2-2.

Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]

2-ESS2-3.

Obtain information to identify where water is found on Earth and that it can be solid or liquid.




Develop a model to represent patterns in the natural world. (2-ESS2-2)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Make observations from several sources to construct an evidence-based account for natural phenomena. (2-ESS1-1)

Compare multiple solutions to a problem. (2-ESS2-1)

Obtaining, Evaluating, and Communicating Information


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. (2-ESS1- 1)

ESS2.A: Earth Materials and Systems

Wind and water can change the shape of the land. (2-ESS2-1)

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. (2-ESS2-2)

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. (2-ESS2-3)

ETS1.C: Optimizing the Design Solution

Because there is always more than one possible


Patterns

Patterns in the natural world can be observed. (2-ESS2-2),(2-ESS2-3)

Stability and Change

Things may change slowly or rapidly. (2-ESS2-1)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering,Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World

Developing and using technology has impacts on the natural world. (2-ESS2-1)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Science Addresses Questions About the Natural and Material World

http://www.nextgenscience.org/2es-earths-systems-processes-shape-earth#framework

















































Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. (2-ESS2-3)

solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)

Scientists study the natural and material world. (2-ESS2-1)











K-2. Engineering Design

Students who demonstrate understanding can: K-2-ETS1-1.

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2.

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.

K-2-ETS1-3.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.



Asking Questions and Defining Problems Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

Ask questions based on observations to find more information about the natural and/or designed world(s). (K-2-ETS1-1)

Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)


Develop a simple model based on evidence to represent a proposed object or tool. (K-2-ETS1-2)

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Analyze data from tests of an object or tool to determine if it works as intended. (K-2-ETS1-3)


ETS1.A: Defining and Delimiting Engineering Problems

A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)

Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)

Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)

ETS1.B: Developing Possible Solutions

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2)

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. (K-2-ETS1-3)


Structure and Function

The shape and stability of structures of natural and designed objects are related to their function(s). (K-2-ETS1-2)

http://www.nextgenscience.org/k-2ets-engineering-design#framework

















































APPENDIX D New Jersey Student Learning Standards for Technology


2014 New Jersey Student Learning Standards for Technology

Content Area Technology

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts,

systems and operations.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

P Understand and use technology systems. 8.1.P.A.1 Use an input device to select an item and navigate the screen

8.1.P.A.2 Navigate the basic functions of a browser.

Select and use applications effectively

and productively.

8.1.P.A.3 Use digital devices to create stories with pictures, numbers, letters and

words.

8.1.P.A.4 Use basic technology terms in the proper context in conversation with

peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and

printer).

8.1.P.A.5 Demonstrate the ability to access and use resources on a computing device.

K-2 Understand and use technology systems. 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.


and productively.

8.1.2.A.2 Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and

identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual

environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

3-5 Understand and use technology systems. 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a

variety of tasks including solving problems.


and productively.

8.1.5.A.2 Format a document using a word processing application to enhance text

and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains

the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.


8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a

report that explains the analysis of the data.

6-8 Understand and use technology systems. 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.


and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan,

business letters or flyers) using one or more digital applications to be

critiqued by professionals for usability.

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a

real world problem or theory.

8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of

the results

8.1.8.A.5 Create a database query, sort and create a report and describe the process,

and explain the report results.

9-12 Understand and use technology systems. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic

interests, achievements, and career aspirations by using a variety of digital

tools and resources.


and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or

professional audience and present it to peers and/or professionals in that

related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or

virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs

to reflect the data on the worksheet, and use mathematical or logical

functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables

and describe the process, and explain the report results.




Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative

products and process using technology.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

P Apply existing knowledge to generate

new ideas, products, or processes.

Create original works as a means of

8.1.P.B.1 Create a story about a picture taken by the student on a digital camera or

mobile device.

K-2 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital

tools and resources.

http://www.state.nj.us/education/cccs/def/8/TECH_MediaRich.html


3-5 personal or group expression. 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or

issue based on first-person interviews.

6-8 8.1.8.B.1 Synthesize and publish information about a local or global issue or event

(ex. telecollaborative project, blog, school web).

9-12 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital

learning game or tutorial.




Strand C. Communication and Collaboration: Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Grade

Level

bands

Content Statement

Indicator Indicator

P Interact, collaborate, and publish with

peers, experts, or others by employing a

variety of digital environments and media.

Communicate information and ideas to

multiple audiences using a variety of

media and formats.

Develop cultural understanding and

global awareness by engaging with

learners of other cultures.

Contribute to project teams to produce

original works or solve problems.

8.1.P.C.1 Collaborate with peers by participating in interactive digital games or

activities.

K-2 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with

students in other classes, schools, or countries using various media formats

such as online collaborative tools, and social media.

3-5 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a

worldwide issue from multiple perspectives and sources, evaluate findings

and present possible solutions, using digital tools and online resources for

all steps.

6-8 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a

global problem for discussions with learners from other countries.

9-12 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in

collaboration with peers and experts, and present ideas for feedback

through social media or in an online community.




Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice

legal and ethical behavior.

Grade

Level

bands

Content Statement

Indicator Indicator


K-2 Advocate and practice safe, legal, and

responsible use of information and

technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

3-5 Advocate and practice safe, legal, and


technology.

8.1.5.D.1 Understand the need for and use of copyrights.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

Demonstrate personal responsibility for

lifelong learning.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber

security, and cyber ethics when using technologies and social media.

Exhibit leadership for digital citizenship. 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the

personal consequences of inappropriate use of technology and social

media.



technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety,

cyber bullying, cyber security, and cyber ethics including appropriate use

of social media.


lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to

intellectual property.

Exhibit leadership for digital citizenship. 8.1.8.D.4 Assess the credibility and accuracy of digital content.

8.1.8.D.5 Understand appropriate uses for social media and the negative

consequences of misuse.



technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative

Commons to an original work.


lifelong learning.

8.1.12.D.2 Evaluate consequences of unauthorized electronic access (e.g., hacking)

and disclosure, and on dissemination of personal information.

8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and

globally.

Exhibit leadership for digital citizenship. 8.1.12.D.4 Research and understand the positive and negative impact of one’s digital

footprint.

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging

technology resources and assess their potential to address personal, social,

lifelong learning, and career needs.





Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

P Plan strategies to guide inquiry. 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s

support.

K-2 Plan strategies to guide inquiry

Locate, organize, analyze, evaluate,

synthesize, and ethically use information

from a variety of sources and media.

Evaluate and select information sources

and digital tools based on the

appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

3-5 Plan strategies to guide inquiry.







8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and

appropriateness of using print and non-print electronic information sources

to complete a variety of tasks.

6-8 Plan strategies to guide inquiry.







Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public

databases to find information to solve a real world problem.

9-12 Plan strategies to guide inquiry. 8.1.12.E.1 Produce a position statement about a real world problem by developing a








Process data and report results.

systematic plan of investigation with peers and experts synthesizing

information from multiple sources.

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital

tools and present your research to peers.




Strand F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct

research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

K-2 Identify and define authentic problems

and significant questions for

investigation.

Plan and manage activities to develop a

solution or complete a project.

Collect and analyze data to identify

solutions and/or make informed decisions.

Use multiple processes and diverse

perspectives to explore alternative

solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

3-5 Identify and define authentic problems


investigation.



8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a

scientific finding.






solutions



investigation.







solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to

identify a solution and make an informed decision.



investigation.







solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their

impact on educational, career, personal and or social needs.

2014 New Jersey Student Learning Standards for Technology



Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological

design, computational thinking and the designed world as they relate to the individual, global society, and the

environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which

we live.

Grade

Level

bands

Content Statement

Students will be able to

understand:

Indicator Indicator

K-2 The characteristics and scope

of technology.

8.2.2.A.1 Define products produced as a result of technology or of nature.

8.2.2.A.2 Describe how designed products and systems are useful at school, home and work.

The core concepts of

technology. 8.2.2.A.3 Identify a system and the components that work together to accomplish its purpose.

8.2.2.A.4 Choose a product to make and plan the tools and materials needed.

The relationships among

technologies and the

connections between

technology and other fields

of study.

8.2.2.A.5 Collaborate to design a solution to a problem affecting the community.

3-5 The characteristics and scope

of technology.

8.2.5.A.1 Compare and contrast how products made in nature differ from products that are human

made in how they are produced and used.

8.2.5.A.2 Investigate and present factors that influence the development and function of a product

and a system.


technology. 8.2.5.A.3 Investigate and present factors that influence the development and function of products

and systems, e.g., resources, criteria and constraints.



connections between


of study.

8.2.5.A.4 Compare and contrast how technologies have changed over time due to human needs

and economic, political and/or cultural influences.

8.2.5.A.5 Identify how improvement in the understanding of materials science impacts

technologies.


of technology. 8.2.8.A.1 Research a product that was designed for a specific demand and identify how the

product has changed to meet new demands (i.e. telephone for communication - smart


phone for mobility needs).


technology. 8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to

redesign to improve the system.

8.2.8.A.3 Investigate a malfunction in any part of a system and identify its impacts.



connections between


of study.

8.2.8.A.4 Redesign an existing product that impacts the environment to lessen its impact(s) on the

environment.

8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people, and

capital contribute to a technological product or system.


of technology. 8.2.12.A.1 Propose an innovation to meet future demands supported by an analysis of the potential

full costs, benefits, trade-offs and risks, related to the use of the innovation.


technology. 8.2.12.A.2 Analyze a current technology and the resources used, to identify the trade-offs in terms

of availability, cost, desirability and waste.



connections between


of study.

8.2.12.A.3 Research and present information on an existing technological product that has been

repurposed for a different function.





environment.

Strand B. Technology and Society: Knowledge and understanding of human, cultural and societal values are fundamental when

designing technological systems and products in the global society.

Grade

Level

bands

Content Statement


understand:

Indicator Indicator

K-2 The cultural, social,

economic and political

effects of technology.

8.2.2.B.1 Identify how technology impacts or improves life.

The effects of technology on

the environment. 8.2.2.B.2 Demonstrate how reusing a product affects the local and global environment.

The role of society in the

development and use of 8.2.2.B.3 Identify products or systems that are designed to meet human needs.


technology.

The influence of technology

on history. 8.2.2.B.4 Identify how the ways people live and work has changed because of technology.

3-5 The cultural, social,



8.2.5.B.1 Examine ethical considerations in the development and production of a product through

its life cycle.


the environment.

8.2.5.B.2 Examine systems used for recycling and recommend simplification of the systems and

share with product developers.

8.2.5.B.3 Investigate ways that various technologies are being developed and used to reduce

improper use of resources.


development and use of

technology.

8.2.5.B.4 Research technologies that have changed due to society’s changing needs and wants.

8.2.5.B.5 Explain the purpose of intellectual property law.


on history. 8.2.5.B.6 Compare and discuss how technologies have influenced history in the past century.




8.2.8.B.1 Evaluate the history and impact of sustainability on the development of a designed

product or system over time and present results to peers.

8.2.8.B.2 Identify the desired and undesired consequences from the use of a product or system.


the environment. 8.2.8.B.3 Research and analyze the ethical issues of a product or system on the environment and

report findings for review by peers and /or experts.

8.2.8.B.4 Research examples of how humans can devise technologies to reduce the negative

consequences of other technologies and present your findings.



technology.

8.2.8.B.5 Identify new technologies resulting from the demands, values, and interests of

individuals, businesses, industries and societies.

8.2.8.B.6 Compare and contrast the different types of intellectual property including copyrights,

patents and trademarks.


on history. 8.2.8.B.7 Analyze the historical impact of waste and demonstrate how a product is upcycled,

reused or remanufactured into a new product.




8.2.12.B.1 Research and analyze the impact of the design constraints (specifications and limits) for

a product or technology driven by a cultural, social, economic or political need and

publish for review.



the environment. 8.2.12.B.2 Evaluate ethical considerations regarding the sustainability of environmental resources

that are used for the design, creation and maintenance of a chosen product.



technology.

8.2.12.B.3 Analyze ethical and unethical practices around intellectual property rights as influenced

by human wants and/or needs.


on history.

8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial

revolution or information age, and identify their impact and how they may have

changed to meet human needs and wants.

8.2.12.B.5 Research the historical tensions between environmental and economic considerations as

driven by human needs and wants in the development of a technological product, and

present the competing viewpoints to peers for review.





environment.

Strand C. Design: The design process is a systematic approach to solving problems.

Grade

Level

bands

Content Statement


understand:

Indicator Indicator

K-2 The attributes of design. 8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product.

8.2.2.C.2 Create a drawing of a product or device that communicates its function to peers and

discuss.

8.2.2.C.3 Explain why we need to make new products.

The application of

engineering design. 8.2.2.C.4 Identify designed products and brainstorm how to improve one used in the classroom.

8.2.2.C.5 Describe how the parts of a common toy or tool interact and work as part of a system.

The role of troubleshooting,

research and development,

invention and innovation and

experimentation in problem

solving.

8.2.2.C.6 Investigate a product that has stopped working and brainstorm ideas to correct the

problem.

3-5 The attributes of design. 8.2.5.C.1 Collaborate with peers to illustrate components of a designed system.

8.2.5.C.2 Explain how specifications and limitations can be used to direct a product’s


development.

8.2.5.C.3 Research how design modifications have lead to new products.

The application of

engineering design.

8.2.5.C.4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to

provide the best results with supporting sketches or models.

8.2.5.C.5 Explain the functions of a system and subsystems.





solving.

8.2.5.C.6 Examine a malfunctioning tool and identify the process to troubleshoot and present

options to repair the tool.

8.2.5.C.7 Work with peers to redesign an existing product for a different purpose.

6-8 The attributes of design. 8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a product.

8.2.8.C.2 Explain the need for optimization in a design process.

8.2.8.C.3 Evaluate the function, value, and aesthetics of a technological product or system, from

the perspective of the user and the producer.

The application of

engineering design.

8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated

problem.

8.2.8.C.5 Explain the interdependence of a subsystem that operates as part of a system.

8.2.8.C.5.a Create a technical sketch of a product with materials and measurements labeled.





solving.

8.2.8.C.6 Collaborate to examine a malfunctioning system and identify the step-by-step process

used to troubleshoot, evaluate and test options to repair the product, presenting the

better solution.

8.2.8.C.7 Collaborate with peers and experts in the field to research and develop a product using

the design process, data analysis and trends, and maintain a design log with annotated

sketches to record the developmental cycle.

8.2.8.C.8 Develop a proposal for a chosen solution that include models (physical, graphical or

mathematical) to communicate the solution to peers.

9-12 The attributes of design. 8.2.12.C.1 Explain how open source technologies follow the design process.

8.2.12.C.2 Analyze a product and how it has changed or might change over time to meet human

needs and wants.

The application of

engineering design.

8.2.12.C.3 Analyze a product or system for factors such as safety, reliability, economic

considerations, quality control, environmental concerns, manufacturability, maintenance

and repair, and human factors engineering (ergonomics).


8.2.12.C.4 Explain and identify interdependent systems and their functions.

8.2.12.C.5 Create scaled engineering drawings of products both manually and digitally with

materials and measurements labeled.





solving.

8.2.12.C.6 Research an existing product, reverse engineer and redesign it to improve form and

function.

8.2.12.C.7 Use a design process to devise a technological product or system that addresses a global

problem, provide research, identify trade-offs and constraints, and document the process

through drawings that include data and materials.





environment.

Strand D. Abilities for a Technological World: The designed world is the product of a design process that provides the means

to convert resources into products and systems.

Grade

Level

bands

Content Statement

Students will understand

how to:

Indicator Indicator

K-2 Apply the design process. 8.2.2.D.1 Collaborate and apply a design process to solve a simple problem from everyday

experiences.

Use and maintain

technological products and

systems.

8.2.2.D.2 Discover how a product works by taking it apart, sketching how parts fit, and putting it

back together.

8.2.2.D.3 Identify the strengths and weaknesses in a product or system.

8.2.2.D.4 Identify the resources needed to create technological products or systems.

Assess the impact of products

and systems. 8.2.2.D.5 Identify how using a tool (such as a bucket or wagon) aids in reducing work.

3-5 Apply the design process. 8.2.5.D.1 Identify and collect information about a problem that can be solved by technology,

generate ideas to solve the problem, and identify constraints and trade-offs to be

considered.

8.2.5.D.2 Evaluate and test alternative solutions to a problem using the constraints and trade-offs

identified in the design process to evaluate potential solutions.

Use and maintain


systems.

8.2.5.D.3 Follow step by step directions to assemble a product or solve a problem.

8.2.5.D.4 Explain why human-designed systems, products, and environments need to be

constantly monitored, maintained, and improved.


8.2.5.D.5 Describe how resources such as material, energy, information, time, tools, people and

capital are used in products or systems.


and systems.

8.2.5.D.6 Explain the positive and negative effect of products and systems on humans, other

species and the environment, and when the product or system should be used.

8.2.5.D.7 Explain the impact that resources such as energy and materials used in a process to

produce products or system have on the environment.

6-8 Apply the design process. 8.2.8.D.1 Design and create a product that addresses a real world problem using a design process

under specific constraints.

8.2.8.D.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g.,

how the prototype might fail and how it might be improved) by completing a design

problem and reporting results in a multimedia presentation, design portfolio or

engineering notebook.

8.2.8.D.3 Build a prototype that meets a STEM-based design challenge using science,

engineering, and math principles that validate a solution.

Use and maintain


systems.

8.2.8.D.4 Research and publish the steps for using and maintaining a product or system and

incorporate diagrams or images throughout to enhance user comprehension.


and systems. 8.2.8.D.5 Explain the impact of resource selection and the production process in the development

of a common or technological product or system.

8.2.8.D.6 Identify and explain how the resources and processes used in the production of a current

technological product can be modified to have a more positive impact on the

environment.

9-12 Apply the design process. 8.2.12.D.1 Design and create a prototype to solve a real world problem using a design process,

identify constraints addressed during the creation of the prototype, identify trade-offs

made, and present the solution for peer review.

8.2.12.D.2 Write a feasibility study of a product to include: economic, market, technical, financial,

and management factors, and provide recommendations for implementation.

Use and maintain


systems.

8.2.12.D.3 Determine and use the appropriate resources (e.g., CNC (Computer Numerical Control)

equipment, 3D printers, CAD software) in the design, development and creation of a

technological product or system.


and systems. 8.2.12.D.4 Assess the impacts of emerging technologies on developing countries.

8.2.12.D.5 Explain how material processing impacts the quality of engineered and fabricated

products.


8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a

technology on the individual, society, or the environment and publish conclusions.





environment.

Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing

students to move beyond using knowledge to creating knowledge.

Grade

Level

bands

Content Statement


understand:

Indicator Indicator

K-2 Computational thinking

and computer

programming as tools used

in design and engineering.

8.2.2.E.1 List and demonstrate the steps to an everyday task.

8.2.2.E.2 Demonstrate an understanding of how a computer takes input through a series of written

commands and then interprets and displays information as output.

8.2.2.E.3 Create algorithms (a sets of instructions) using a pre-defined set of commands (e.g., to

move a student or a character through a maze).

8.2.2.E.4 Debug an algorithm (i.e., correct an error).

8.2.2.E.5 Use appropriate terms in conversation (e.g., basic vocabulary words: input, output, the

operating system, debug, and algorithm).

3-5 Computational thinking

and computer



8.2.5.E.1 Identify how computer programming impacts our everyday lives.

8.2.5.E.2 Demonstrate an understanding of how a computer takes input of data, processes and

stores the data through a series of commands, and outputs information.

8.2.5.E.3 Using a simple, visual programming language, create a program using loops, events and

procedures to generate specific output.

8.2.5.E.4 Use appropriate terms in conversation (e.g., algorithm, program, debug, loop, events,

procedures, memory, storage, processing, software, coding, procedure, and data).



and computer



8.2.8.E.1 Identify ways computers are used that have had an impact across the range of human

activity and within different careers where they are used.

8.2.8.E.2 Demonstrate an understanding of the relationship between hardware and software.

8.2.8.E.3 Develop an algorithm to solve an assigned problem using a specified set of commands

and use peer review to critique the solution.

8.2.8.E.4 Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM,

Boolean logic terms).


and computer



8.2.12.E.1 Demonstrate an understanding of the problem-solving capacity of computers in our

world.

8.2.12.E.2 Analyze the relationships between internal and external computer components.

8.2.12.E.3 Use a programming language to solve problems or accomplish a task (e.g., robotic

functions, website designs, applications, and games).

8.2.12.E.4 Use appropriate terms in conversation (e.g., troubleshooting, peripherals, diagnostic

software, GUI, abstraction, variables, data types and conditional statements).


APPENDIX E Reading and Writing


Key Ideas and Details:

NJSLS.ELA-Literacy.RI.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. NJSLS.ELA-Literacy.RI.2.3

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure:


Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.


Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or

information in a text efficiently NJSLS.ELA-Literacy.RI.2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas:


Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


Describe how reasons support specific points the author makes in a text.


Compare and contrast the most important points presented by two texts on the same topic.

http://www.corestandards.org/ELA-Literacy/RI/2/1/










Range of Reading and Level of Text Complexity:


By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

Phonics and Word Recognition:

NJSLS.ELA-Literacy.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words

NJSLS.ELA-Literacy.RF.2.3.a

Distinguish long and short vowels when reading regularly spelled one-syllable words.

NJSLS.ELA-Literacy.RF.2.3.b

Know spelling-sound correspondences for additional common vowel teams

NJSLS.ELA-Literacy.RF.2.3.c

Decode regularly spelled two-syllable words with long vowels.

NJSLS.ELA-Literacy.RF.2.3.d

Decode words with common prefixes and suffixes.

NJSLS.ELA-Literacy.RF.2.3.e

Identify words with inconsistent but common spelling-sound correspondences.

NJSLS.ELA-Literacy.RF.2.3.f

Recognize and read grade-appropriate irregularly spelled words.


http://www.corestandards.org/ELA-Literacy/RF/2/3/

http://www.corestandards.org/ELA-Literacy/RF/2/3/a/

http://www.corestandards.org/ELA-Literacy/RF/2/3/b/

http://www.corestandards.org/ELA-Literacy/RF/2/3/c/

http://www.corestandards.org/ELA-Literacy/RF/2/3/d/

http://www.corestandards.org/ELA-Literacy/RF/2/3/e/

http://www.corestandards.org/ELA-Literacy/RF/2/3/f/


Fluency:

NJSLS.ELA-Literacy.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

NJSLS.ELA-Literacy.RF.2.4.a

Read grade-level text with purpose and understanding.

NJSLS.ELA-Literacy.RF.2.4.b

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

NJSLS.ELA-Literacy.RF.2.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Text Types and Purposes:

NJSLS.ELA-Literacy.W.2.1

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion,

use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.


Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding

statement or section.


Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and

feelings, use temporal words to signal event order, and provide a sense of closure.

http://www.corestandards.org/ELA-Literacy/RF/2/4/

http://www.corestandards.org/ELA-Literacy/RF/2/4/a/

http://www.corestandards.org/ELA-Literacy/RF/2/4/b/

http://www.corestandards.org/ELA-Literacy/RF/2/4/c/

http://www.corestandards.org/ELA-Literacy/W/2/1/




Production and Distribution of Writing:


(W.2.4 begins in grade 3)


With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge:


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).


Recall information from experiences or gather information from provided sources to answer a question.


(W.2.9 begins in grade 4)

Range of Writing:


(W.2.10 begins in grade









Comprehension and Collaboration:

NJSLS.ELA-Literacy.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

NJSLS.ELA-Literacy.SL.2.1.a

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about

the topics and texts under discussion).

NJSLS.ELA-Literacy.SL.2.1.b

Build on others' talk in conversations by linking their comments to the remarks of others.

NJSLS.ELA-Literacy.SL.2.1.c

Ask for clarification and further explanation as needed about the topics and texts under discussion.


Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.


Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding

of a topic or issue.

Presentation of Knowledge and Ideas:


Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

NJSLS .ELA-Literacy.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.


Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language

standards 1 and 3 here for specific expectations.)

http://www.corestandards.org/ELA-Literacy/SL/2/1/

http://www.corestandards.org/ELA-Literacy/SL/2/1/a/

http://www.corestandards.org/ELA-Literacy/SL/2/1/b/

http://www.corestandards.org/ELA-Literacy/SL/2/1/c/






http://www.corestandards.org/ELA-Literacy/L/2/


Conventions of Standard English:

NJSLS.ELA-Literacy.L.2.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

NJSLS.ELA-Literacy.L.2.1.a

Use collective nouns (e.g., group).

NJSLS.ELA-Literacy.L.2.1.b

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

NJSLS.ELA-Literacy.L.2.1.c

Use reflexive pronouns (e.g., myself, ourselves).

NJSLS.ELA-Literacy.L.2.1.d

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

NJSLS.ELA-Literacy.L.2.1.e

Use adjectives and adverbs, and choose between them depending on what is to be modified.

NJSLS.ELA-Literacy.L.2.1.f

Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie;

The action movie was watched by the little boy).


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Capitalize holidays, product names, and geographic names.


Use commas in greetings and closings of letters.


Use an apostrophe to form contractions and frequently occurring possessives.

http://www.corestandards.org/ELA-Literacy/L/2/1/

http://www.corestandards.org/ELA-Literacy/L/2/1/a/

http://www.corestandards.org/ELA-Literacy/L/2/1/b/

http://www.corestandards.org/ELA-Literacy/L/2/1/c/

http://www.corestandards.org/ELA-Literacy/L/2/1/d/

http://www.corestandards.org/ELA-Literacy/L/2/1/e/

http://www.corestandards.org/ELA-Literacy/L/2/1/f/







Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).


Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language:


Use knowledge of language and its conventions when writing, speaking, reading, or listening.


Compare formal and informal uses of English

Vocabulary Acquisition and Use:


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing

flexibly from an array of strategies.

NJSLS .ELA-Literacy.L.2.4.a

Use sentence-level context as a clue to the meaning of a word or phrase.


Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).


Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).


Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;

bookshelf, notebook, bookmark).












Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.


Demonstrate understanding of word relationships and nuances in word meanings.


Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).


Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,

scrawny).


Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and

adverbs to describe (e.g., When other kids are happy that makes me happy).







APPENDIX F ENGINEERING AND DESIGN


APPENDIX G RUBRICS


STEAM RUBRIC

1 Needs Support

2 Approaching Standards

3 Meets Standards

4 Exceeds Standards

Critical Thinking Reasoning is unclear or illogical

Reasoning is clear and logical

Reasoning is thorough and creative and can be supported with an explanation

Reasoning is thorough, creative, and can be supported with evidence

Design Model, drawing or calculations are mostly inaccurate

Model, drawings and calculations are present and mostly accurate

Model, drawing and calculations are accurate

-Model, drawing and calculations are innovative -Redesign explanation is thorough

Technology Materials detracted from content or purpose

Materials used were sufficient

Used a variety of materials

Creatively integrated a variety of materials


5E Educational Model

5E Definition Teacher Behavior Student Behavior

Engage

• Generate interest • Access prior knowledge • Connect to past knowledge • Set parameters of the focus • Frame the idea

• Motivates • Creates interest • Taps into what students know or think about the topic • Raises questions and encourages responses

• Attentive in listening • Ask questions • Demonstrates interest in the lesson • Responds to questions demonstrating their own entry point of understanding

Explore

• Experience key concepts • Discover new skills • Probe, inquire, and question experiences • Examine their thinking • Establish relationships and understanding

• Acts as a facilitator • Observes and listens to students as they interact • Asks good inquiry-oriented questions • Provides time for students to think and to reflect • Encourages cooperative learning

• Conducts activities, predicts, and forms hypotheses or makes generalizations • Becomes a good listener • Shares ideas and suspends judgment • Records observations and/or generalizations • Discusses tentative alternatives

Explain

• Connect prior knowledge and background to new discoveries • Communicate new understandings • Connect informal language to formal language

• Encourages students to explain their observations and findings in their own words • Provides definitions, new words, and explanations • Listens and builds upon discussion from students • Asks for clarification and justification • Accepts all reasonable responses

• Explains, listens, defines, and questions • Uses previous observations and findings • Provides reasonable responses to questions • Interacts in a positive, supportive manner


Extend/Elaborate

• Apply new learning to a new or similar situation • Extend and explain concept being explored • Communicate new understanding with formal language

• Uses previously learned information as a vehicle to enhance additional learning • Encourages students to apply or extend the new concepts and skills • Encourages students to use terms and definitions previously acquired

• Applies new terms and definitions • Uses previous information to probe, ask questions, and make reasonable judgments • Provides reasonable conclusions and solutions • Records observations, explanations, and solutions

Evaluate

• Assess understanding (Self, peer and teacher evaluation) • Demonstrate understanding of new concept by observation or open ended response • Apply within problem situation • Show evidence of accomplishment

• Observes student behaviors as they explore and apply new concepts and skills • Assesses students’ knowledge and skills • Encourages students to assess their own learning • Asks open-ended questions

• Demonstrates an understanding or knowledge of concepts and skills • Evaluates his/her own progress • Answers open-ended questions • Provides reasonable responses and explanations to events or phenomena


APPENDIX H NJSLS STANDARDS

1 - Visual and Performing Arts 2 - English Language Arts 3- Mathematics 4- Science 5 - Technology 6- 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2014/arts/

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/cccs/2016/math/

http://www.state.nj.us/education/cccs/2016/science/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/

2scn00 – science grade 2sharepoint.pthsd.k12.nj.us/ci/approved curriculum... · affirmative...

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