# data[].attributes.headline
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

# data[].attributes.subject
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

# data[].attributes.headline
An inquiry into the interconnectedness of human-made systems and communities; the structure and function or organizations; societal decision-making; economic activities and their impact on humankind and the environment. 

# data[].attributes.subject
An inquiry into the interconnectedness of human-made systems and communities; the structure and function or organizations; societal decision-making; economic activities and their impact on humankind and the environment. 

# data[].attributes.headline
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

# data[].attributes.subject
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

# data[].attributes.headline
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

# data[].attributes.subject
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

# data[].attributes.headline
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

# data[].attributes.subject
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

# data[].attributes.headline
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human

# data[].attributes.subject
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human

# data[].attributes.body
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.

# data[].attributes.attachment_link.readable_text
Students who demonstrate understanding can:

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.

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
Asking questions and defining problems in K-2 builds on prior experiences and progresses to simple descriptive questions. 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. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:
3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3)

Common Core State Standards Connections:

Students who demonstrate understanding can:

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.

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
Asking questions and defining problems in K-2 builds on prior experiences and progresses to simple descriptive questions. 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. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:
3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3)

Common Core State Standards Connections:

Students who demonstrate understanding can:

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.

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
Asking questions and defining problems in K-2 builds on prior experiences and progresses to simple descriptive questions. 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. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:
3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3)

Common Core State Standards Connections:

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Students who demonstrate understanding can: 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.

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1-LS3 Heredity: Inheritance and Variation of Traits

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1-LS3 Heredity: Inheritance and Variation of Traits

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1-LS3-1. | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

# data[].attributes.attachment_link.title
1-LS3 Heredity: Inheritance and Variation of Traits

# data[].attributes.attachment_link.description
The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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1-LS1 From Molecules to Organisms: Structures and Processes

# data[].attributes.subject
1-LS1 From Molecules to Organisms: Structures and Processes

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1-LS1-1. | 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.*
1-LS1-2. | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

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Students who demonstrate understanding can:

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
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. Obtaining, evaluating, and communicating information in K-2 builds on prior experiences and uses observations and texts to communicate new information. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Scientists look for patterns and order when making observations about the world. (1-LS1-2)

Disciplinary Core Ideas

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. (1-LS1-1)

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. (1-LS1-1)

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

Connections to other DCIs in first grade: N/A

Common Core State Standards Connections:

Students who demonstrate understanding can:

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
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. Obtaining, evaluating, and communicating information in K-2 builds on prior experiences and uses observations and texts to communicate new information. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Scientists look for patterns and order when making observations about the world. (1-LS1-2)

Disciplinary Core Ideas

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. (1-LS1-1)

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. (1-LS1-1)

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

Connections to other DCIs in first grade: N/A

Common Core State Standards Connections:

Students who demonstrate understanding can:

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
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. Obtaining, evaluating, and communicating information in K-2 builds on prior experiences and uses observations and texts to communicate new information. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Scientists look for patterns and order when making observations about the world. (1-LS1-2)

Disciplinary Core Ideas

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. (1-LS1-1)

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. (1-LS1-1)

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

Connections to other DCIs in first grade: N/A

Common Core State Standards Connections:

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

# data[].attributes.attachment_link.title
1-LS1 From Molecules to Organisms: Structures and Processes

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Students who demonstrate understanding can: The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education : 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.

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1-ESS1-1. | Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1-ESS1-2. | Make observations at different times of year to relate the amount of daylight to the time of year.

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Students who demonstrate understanding can:

1-ESS1-1.

Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: 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.] [ Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]

1-ESS1-2.

Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [ Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]

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 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. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes natural events happen today as they happened in the past. (1-ESS1-1)

Many events are repeated. (1-ESS1-1)

Connections to other DCIs in first grade: N/A

Students who demonstrate understanding can:

1-ESS1-1.

Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: 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.] [ Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]

1-ESS1-2.

Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [ Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]

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 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. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes natural events happen today as they happened in the past. (1-ESS1-1)

Many events are repeated. (1-ESS1-1)

Connections to other DCIs in first grade: N/A

Students who demonstrate understanding can:

1-ESS1-1.

Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: 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.] [ Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]

1-ESS1-2.

Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [ Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]

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 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. Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes natural events happen today as they happened in the past. (1-ESS1-1)

Many events are repeated. (1-ESS1-1)

Connections to other DCIs in first grade: N/A

# data[].attributes.attachment_link.description
Students who demonstrate understanding can: 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: 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.]

# data[].attributes.headline
1-PS4 Waves and Their Applications in Technologies for Information Transfer

# data[].attributes.subject
1-PS4 Waves and Their Applications in Technologies for Information Transfer

# data[].attributes.body
1-PS4-1. | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-2. | Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
1-PS4-3. | Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light
1-PS4-4. | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*

# data[].attributes.attachment_link.readable_text
Students who demonstrate understanding can:

1-PS4-1.

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

1-PS4-2.

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

1-PS4-3.

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [ Assessment Boundary: Assessment does not include the speed of light.]

1-PS4-4.

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string "telephones," and a pattern of drum beats.] [ Assessment Boundary: Assessment does not include technological details for how communication devices work.]

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 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. 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. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Science investigations begin with a question. (1-PS4-1)

Scientists use different ways to study the world. (1-PS4-1)

Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering,Technology,
&nbsp and Applications of Science

Connections to other DCIs in first grade: N/A

Students who demonstrate understanding can:

1-PS4-1.

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

1-PS4-2.

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

1-PS4-3.

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [ Assessment Boundary: Assessment does not include the speed of light.]

1-PS4-4.

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string "telephones," and a pattern of drum beats.] [ Assessment Boundary: Assessment does not include technological details for how communication devices work.]

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 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. 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. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Science investigations begin with a question. (1-PS4-1)

Science uses different ways to study the world. (1-PS4-1)

Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering,Technology,
&nbsp and Applications of Science

Connections to other DCIs in first grade: N/A

Students who demonstrate understanding can:

1-PS4-1.

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

1-PS4-2.

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

1-PS4-3.

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [ Assessment Boundary: Assessment does not include the speed of light.]

1-PS4-4.

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string "telephones," and a pattern of drum beats.] [ Assessment Boundary: Assessment does not include technological details for how communication devices work.]

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 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. 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. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Science investigations begin with a question. (1-PS4-1)

Science uses different ways to study the world. (1-PS4-1)

Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering,Technology,
&nbsp and Applications of Science

Connections to other DCIs in first grade: N/A

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

# data[].attributes.attachment_link.title
1-PS4 Waves and Their Applications in Technologies for Information Transfer

# data[].attributes.attachment_link.description
Students who demonstrate understanding can: 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string.

# data[].attributes.headline
Number corner: track the moon and its phases. 

# data[].attributes.subject
Number corner: track the moon and its phases. 

# data[].attributes.body
Oreo moon activity.