# SCI-00 "I can ... statements"

Physical Science

Life Science Earth and Space Science

K-12 Engineering Design Science

### BPS District Science Standards

 Search full text

ALL

Page:  1  2  (Next)
ALL

# Earth's Systems

## Performance Expectations

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

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## 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.

#### Gr00 SCI Targeted Expectations

Earth and Space Science [ESS2] Earth's Systems

SCI-00.ESS2.01 Use and share observations of local weather conditions to describe patterns over time.

Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning that in the afternoon and the number of sunny days versus cloudy days in different months.

## Student Learning Targets:

### Knowledge Targets

• I know words to describe weather.

### Reasoning Targets

• I can reason about weather patterns I notice.

### Skills (Performance) Targets

• I can use observations of the weather to describe patterns over time.
• I can use the number of days the same weather has happened over

time to determine patterns.

• I can describe the weather.

## Proficiency Scale/Rubric

 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 can use and share observations of local weather conditions to describe patterns over time. I can use observations of the weather to describe patterns over time (months, seasons) I can use the number of days the same weather has happened over time to determine patterns. I can reason about weather patterns I notice. - 2.5 In addition to the 2.0 content, student demonstrates partial understanding of the 3.0 content. 2.0 Student can use and share observations of local weather conditions to describe short term weather changes.(ex: describe weather changes within a 3 day period) I can use observations of the weather to describe patterns over a few days. - 1.5 Student demonstrates partial understanding of the 2.0 and/or 3.0 content. 1.0 Student can use and share observations of local weather conditions to describe weather for the current day only. I can describe the weather today.  I know words to describe the weather. - 0.5 Student demonstrates limited or no understanding of the standard.

## Resources

Websites

Vocabulary

sunny

cloudy

rainy

snowy

windy

partly cloudy

sleet

overcast

hot

cold

warm

cool

freezing

meteorologist

temperature

thermometer

weather

pattern

seasons

winter

spring

summer

fall

#### Gr00 SCI Targeted Expectations

Earth and Space Science [ESS2] Earth's Systems

SCI-00.ESS2.02 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

• I can

• I can

• I can

• I can

## Proficiency Scale/Rubric

 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 construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 In addition to the 2.0 content, student demonstrates partial understanding of the 3.0 content. 2.0 Student is able to - 1.5 Student demonstrates partial understanding of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Student demonstrates limited or no understanding.

Websites

Vocabulary

# Earth and Human Activity

## Performance Expectations

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

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## 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.

#### Gr00 SCI Targeted Expectations

Earth and Space Science [ESS3] Earth and Human Activity

SCI-00.ESS3.01 Use a model to represent the relationship between the needs of different plants and animals (including humans)and the places they live.

Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and grasses need sunlight so they often grow in meadows.  Plants, animals, and their surroundings make up a systems.

## Student Learning Targets:

### Knowledge Targets

• I can tell living things from non-living things.
• I know the basic needs of living things.
• I can identify where living things live.

### Reasoning Targets

• I can understand the relationship between the needs of living things and the area they live in.

### Skills (Performance) Targets

• I can use a model to show the relationship between the needs of living things and where they live.

### Product Targets

• I can construct a model that represents a relationship between the needs of a living thing and its environment.

## Proficiency Scale/Rubric

 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 a model to represent the relationship between the needs of different plants and animals (including humans)and the places they live. I can understand the relationship between the needs of living things and the area they live in. I can construct and use a model to show the relationship between the needs of living things and where they live. - 2.5 In addition to the 2.0 content, student demonstrates partial understanding of the 3.0 content. 2.0 Student understands the needs of living things and knows where they live, but is unable to understand the relationship between the two.  I can explain what different living things need to survive and explain where they live. - 1.5 The student demonstrates partial understanding of the 2.0 and/or 3.0 content. 1.0 Student demonstrates beginning understanding of the needs of living things and where they live. I can tell living things from non living things. I know some of the basic needs of living things.I can explain where some living things live. - 0.5 Student demonstrates little or no understanding.

## Resources

Websites

Vocabulary

living

nonliving

needs

wants

shelter

habitat

temperature

relationships

environment

survive

#### Gr00 SCI Targeted Expectations

Earth and Space Science [ESS3] Earth and Human Activity

SCI-00.ESS3.02 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

• I can

• I can

• I can

• I can

## Proficiency Scale/Rubric

 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 The student is able to ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.  The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 In addition to the 2.0 content, student demonstrates partial understanding of the 3.0 content. 2.0 Student is able to - 1.5 The student demonstrates partial knowledge of 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Student demonstrates limited or no understanding.

## Resources

Websites

Vocabulary

#### Gr00 SCI Targeted Expectations

Earth and Space Science [ESS3] Earth and Human Activity

SCI-00.ESS3.03 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

• I can

• I can

• I can

• I can

## Proficiency Scale/Rubric

 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 communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 In addition to the 2.0 content, student demonstrates partial understanding of the 3.0 content. 2.0 Student is able to - 1.5 The student demonstrates partial knowledge of 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Student demonstrates little or no understanding.

Websites

Vocabulary

# From Molecules to Organisms: Structures and Processes

## Performance Expectations

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

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## 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.

#### Gr00 SCI Targeted Expectations

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

SCI-00.LS1.01 Use observations to describe patterns of what plants and animals (including humans) need to survive.

Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.

## Student Learning Targets:

• I can

• I can

### Skills (Performance) Targets

• I can observe and describe what living things need to survive.

• I can

## Proficiency Scale/Rubric

 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 to describe patterns of what plants and animals (including humans) need to survive. I can observe and tell 2 or more facts living things need to survive. - 2.5 In addition to the 2.0 content, student demonstrates partial understanding of the 3.0 content. 2.0 Student can use observations to minimally describe patterns of what plants and animals (including humans) need to survive.    I can observe and tell 1 fact living things need to survive. - 1.5 Student demonstrates partial knowledge of 2.0 and/or 3.0 content. 1.0 Student can make observations of what plants and animals (including humans) need to survive, but need assistance describing. I can observe living things. - 0.5 Student demonstrates little or no understanding.

Websites

Vocabulary

living

nonliving

needs

wants

shelter

types of food

types of animals

# Motion and Stability: Forces and Interaction

## Performance Expectations

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

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## 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.

Page:  1  2  (Next)
ALL