# data[].attributes.body
2-ESS2-1. | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2-ESS2-2. | Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2-ESS2-3. | Obtain information to identify where water is found on Earth and that it can be solid or liquid.

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

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.

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
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. 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.
Disciplinary Core Ideas

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

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

Science Addresses Questions About the Natural and Material World

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

Students who demonstrate understanding can:

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.

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
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. 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.
Disciplinary Core Ideas

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

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

Science Addresses Questions About the Natural and Material World

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

Students who demonstrate understanding can:

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.

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
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. 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.
Disciplinary Core Ideas

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

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

Science Addresses Questions About the Natural and Material World

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

* 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.description
Students who demonstrate understanding can: 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.]

# data[].attributes.headline
2-LS4 Biological Evolution: Unity and Diversity

# data[].attributes.subject
2-LS4 Biological Evolution: Unity and Diversity

# data[].attributes.body
2-LS4-1. | Make observations of plants and animals to compare the diversity of life in different habitats.

# data[].attributes.attachment_link.readable_text
* 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
2-LS4 Biological Evolution: Unity and Diversity

# 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.

# 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.body
2-ESS1-1. | Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

# data[].attributes.attachment_link.readable_text
* 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.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.

# 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.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 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 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 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.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.

# data[].attributes.body
2-PS1-1. | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
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
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.
2-PS1-4. | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

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

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.]

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. 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. 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). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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)

Disciplinary Core Ideas

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

Connections to other DCIs in second grade: N/A

Common Core State Standards Connections:

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 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. 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. 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). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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)

Disciplinary Core Ideas

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

Connections to other DCIs in second grade: N/A

Common Core State Standards Connections:

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.]

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. 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. 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). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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)

Disciplinary Core Ideas

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

Connections to other DCIs in second 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.description
Students who demonstrate understanding can: 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.]

# data[].attributes.headline
*The physical science standards won't really fit well in the themes/units and will work best in STEM.

# data[].attributes.subject
*The physical science standards won't really fit well in the themes/units and will work best in STEM.

# data[].attributes.body
*All of the Engineering, Technology, and Applications standards will be taught throughout the year

# data[].attributes.headline
2-LS2 Ecosystems: Interactions, Energy, and Dynamics

# data[].attributes.subject
2-LS2 Ecosystems: Interactions, Energy, and Dynamics

# data[].attributes.body
2-LS2-1. | Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS2-2. | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

# data[].attributes.attachment_link.readable_text
* 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
2-LS2 Ecosystems: Interactions, Energy, and Dynamics

# 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.