SCI-01 "I can ... statements"

Physical Science Life Science Earth and Space Science

BPS District Science Standards

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Earth's Place in the Universe

Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.

Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Gr01 SCI Targeted Expectations

Earth and Space Science [ESS1] Earth's Place in the Universe

SCI-01.ESS1.01 Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.

ESS1.A: The Universe and its Stars

Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

Student Learning Targets:

• I can

• I can

Skills (Performance) Targets

• I can observe and describe the patterns of the sun, moon, and stars.

• I can describe the placement of the sun at different times of the daylight.

• I can observe and record the phases of the moon over a period of a month.

• I can recognize star patterns appear in the night.

• I can

Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to use observations of the sun, moon, and stars to describe patterns that can be predicted. I can observe and describe the patterns of the sun, moon, and stars. I can describe the placement of the sun at different times of the daylight. I can observe and record the phases of the moon over a period of a month. I can recognize star patterns appear in the night. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

Resources

Vocabulary

• List

Gr01 SCI Targeted Expectations

Earth and Space Science [ESS1] Earth's Place in the Universe

SCI-01.ESS1.02 Make observations at different times of year to relate the amount of daylight to the time of year.

Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.

ESS1.B: Earth and the Solar System

Seasonal patterns of sunrise and sunset can be observed, described, and predicted.

Student Learning Targets:

• I can

Reasoning Targets

• I can compare daylight to the time of year.
• I can compare seasons with the amount of daylight

• I can

• I can

Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to make observations at different times of year to relate the amount of daylight to the time of year. I can compare daylight to the time of year. I can compare seasons with the amount of daylight. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

From Molecules to Organisms: Structures and Processes

Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.

Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Gr01 SCI Targeted Expectations

Life Science [LS1] From Molecules to Organisms: Structures and Processes

SCI-01.LS1.01 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.

LS1.A: Structure and Function

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

LS1.D: Information Processing

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.

Student Learning Targets:

Knowledge Targets

• I can name human made objects that mimic plants or animals to survive, grow, and meet our needs.

• I can identify a human problem.

Reasoning Targets

• I can make a connection between plants/animals with a possible solution.
• I can explore possible solutions to solve the problem.

Skills (Performance) Targets

• I can design an object that mimics a plant or an animal to solve    a problem.
• I can construct my object that will solve the problem.
• I can explain how this object solves the problem.

• I can

Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. I can name human made objects that mimic plants or animals to survive, grow, and meet our needs. I can identify a human problem. I can explore possible solutions to solve the problem.  I can make a connection between plants/animals with a possible solution.  I can design an object that mimics a plant or an animal to solve a problem. I can construct my object that will solve the problem.  I can explain how this object solves the problem. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

Resources

Vocabulary

• List

Gr01 SCI Targeted Expectations

Life Science [LS1] From Molecules to Organisms: Structures and Processes

SCI-01.LS1.02 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).

LS1.B: Growth and Development of Organisms

Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Student Learning Targets:

• I can

Reasoning Targets

• I can identify and understand patterns in behavior between parents and their young that help them survive.

• I can

• I can

Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. I can identify and understand patterns in behavior between parents and their young that help them survive. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

• List

Heredity: Inheritance and Variation of Traits

Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.

Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Gr01 SCI Targeted Expectations

Life Science [LS3] Heredity: Inheritance and Variation of Traits

SCI-01.LS3.01 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.

LS3.A: Inheritance of Traits

Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.

LS3.B: Variation of Traits

Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

Student Learning Targets:

• I can

Reasoning Targets

• I can compare and contrast plants and animals with their parents.

Skills (Performance) Targets

• I can describe similarities and differences between parents and their young.
• I can describe the life cycle of an animal and a plant.

• I can

Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. I can compare and contrast plants and animals with their parents. I can describe similarities and differences between parents and their young. I can describe the life cycle of an animal and a plant. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

• List

Waves and Their Applications in Technologies for Information Transfer

Performance Expectations

The performance expectations in first grade help students formulate answers to questions such as:

• What happens when materials vibrate?
• What happens when there is no light?
• What are some ways plants and animals meet their needs so that they can survive and grow?
• How are parents and their children similar and different?
• What objects are in the sky and how do they seem to move?”

Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light.

Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Gr01 SCI Targeted Expectations

Physical Science [PS4] Waves and Their Applications in Technologies for Information Transfer

SCI-01.PS4.01 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

• I can

• I can

• I can

• I can

Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.