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ASCS (green):
DOK
NGSS Standard
Brief Overview

Liaison (blue):
activity title
brief description
tentative date for lesson

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Activity 1 Animal Observation at CSC (30 minutes)
DOK Levels 1, 2, 3

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive

Students will explore the needs of desert animals and plants through stations.

5 Senses

Scientists are born with tools.

Resources: Mystery Science

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session 1 Animal Observation at CSC (Sept- Early Oct.) 30 min

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session 1 Animal Observation at CSC (Sept- Early Oct.) 30 min

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FQ: What do animals need?

This lesson will take place at the Science Center before the museum opens. Students will watch animal feedings and make observations of animal enclosures.

Tentative Date: Week of 9/26/22

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DOK Levels 1, 2, 3

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

Pumpkins and Trees (FOSS) explorations

Resources: Mystery Science

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Activity 2  Desert exploration (Nov) 40 min

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Activity 2  Desert exploration (Nov) 40 min

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FQ: Where do animals live and why do they live there?

Students will explore the needs of desert animals and plants through stations.

station 1: animal exploration
station 2: interactive play (desert sand box)
station 3: drawing a model (Cactus)
station 4: story time with Finn

Tentative: Week of 11/22/22

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Activity 2 Desert Exploration (40 minutes)
DOK Levels 1, 2, 3

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

Students will explore the needs of desert animals and plants through stations.

Resources: Mystery Science

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DOK Levels 1, 2, 3

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

Animals 2X2 (FOSS) and Trees (FOSS)

Resources: Mystery Science

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DOK Levels 1, 2, 3

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Weather and Climate (FOSS) and Trees (FOSS)

Resources: Mystery Science

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Activity 3 Island exploration (Feb) 40 min

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Activity 3 Island exploration (Feb) 40 min

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FQ: Where do animals live and why do they live there?

Students will explore the needs of island animals, habitats, and plants through stations.

station 1: animal exploration (Tenrec or Hisser)
station 2: interactive play
station 3: drawing a model (monstera plant)
station 4: story time with Annie

Tentative Date: Week 2/27/23

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Activity 3 Island Exploration (40 minutes)
DOK Levels 1, 2, 3

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

Students will explore the needs of island animals, habitats, and plants through stations.

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Activity 4 Animals Living at ASCS (March) 40 min

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Activity 4 Animals Living at ASCS (March) 40 min

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FQ: Where do animals live and why do they live there?

Students will go on a tour of the school to see what animals make Alexander Science Center school their home! They will draw what they see and what they wonder about the animals. Where do they think animals live? Why are they there?

Tentative Date: Week of 3/27/23

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Activity 4 Animals Living at ASCS (40 minutes)
DOK Levels 1, 2, 3, 4

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

Students will go on a tour of the school to see what animals make ASCS their home! They will draw what they see and what they wonder about the animals. Where do they think animals live? Why are they there?

Animals 2X2 (FOSS) and Trees (FOSS)

Resources: Mystery Science

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Activity 5 Engineering task intro (April) 40 min

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Activity 5 Engineering task intro (April) 40 min

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FQ: How do you imagine your structure will look like with these materials?

Story told of a Sparrow that lives at ASCS.

Present Engineering Task:
Students will create and test a structure that will keep their UV bird from getting sun burned.

Students will explore potential material they can use to make their structure to protect the UV Sparrow. Through stations students will be exploring different materials to help inspire them to build a structure that will best protect the sparrow.

Tentative Date: Week of 4/24/23

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Activity 5 Engineering Task Introduction (40 minutes)
DOK Levels 1, 2, 3, 4

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

*Engineering Task Introduction

Focus Question: How do you imagine your structure will look like with these materials.

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.

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*

Animals 2X2 (FOSS) Physical Science (FOSS) Engineering

Resources: Mystery Science

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Activity 6 Test and Reflect (May) 40 min

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Activity 6 Test and Reflect (May) 40 min

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FQ: How was my structure successful?

Students will test out their structures against wind and heat. Based on outcome, students can adjust and improve their model. If their house is successful, students can then help their classmates improve their models.

Tentative Date: Week of 5/22/23

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Activity 6 Test and Reflect (40 minutes)

DOK Levels 1, 2, 3, 4

NGSS K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

*Engineering Task Introduction

Focus Question: How was my structure successful?

Students will test out their structures against wind and heat.

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.

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*

Animals 2X2 (FOSS) Engineering

Resources: Mystery Science

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Tentative Dates for Learning Experiences

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