# 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
4-LS1 From Molecules to Organisms: Structures and Processes

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

# data[].attributes.body
4-LS1-1. | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
4-LS1-2. | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways

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

4-LS1-1.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [ Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

4-LS1-2.

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [ Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]

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 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)

Crosscutting Concepts

Connections to other DCIs in fourth 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
4-LS1 From Molecules to Organisms: Structures and Processes

# data[].attributes.attachment_link.description
Students who demonstrate understanding can: 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.]

# 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 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 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
4-PS3-1. | Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-PS3-3. | Ask questions and predict outcomes about the changes in energy that occur when objects collide.
4-PS3-4. | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

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

4-PS3-4.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [ Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]

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 grades 3-5 builds on grades K-2 experiences and progresses to specifying qualitative relationships. Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Constructing explanations and designing solutions in 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3) Light also transfers energy from place to place. (4-PS3-2) Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)

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

Connections to other DCIs in fourth grade: N/A

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
Asking questions and defining problems in grades 3-5 builds on grades K-2 experiences and progresses to specifying qualitative relationships. Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Constructing explanations and designing solutions in 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3) Light also transfers energy from place to place. (4-PS3-2) Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)

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

Connections to other DCIs in fourth grade: N/A

Students who demonstrate understanding can:

4-PS3-4.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [ Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]

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 grades 3-5 builds on grades K-2 experiences and progresses to specifying qualitative relationships. Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Constructing explanations and designing solutions in 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3) Light also transfers energy from place to place. (4-PS3-2) Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)

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

Connections to other DCIs in fourth 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.description
Students who demonstrate understanding can: 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat.

# data[].attributes.body
4-ESS3-1. | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-ESS3-2. | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

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

4-ESS3-1.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

4-ESS3-2.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [ Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]

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 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Obtaining, evaluating, and communicating information in 3-5 builds on K-2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.
Disciplinary Core Ideas

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

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3-1)

Students who demonstrate understanding can:

4-ESS3-1.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

4-ESS3-2.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [ Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]

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 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Obtaining, evaluating, and communicating information in 3-5 builds on K-2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.
Disciplinary Core Ideas

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

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3-1)

Students who demonstrate understanding can:

4-ESS3-1.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

4-ESS3-2.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [ Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]

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 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Obtaining, evaluating, and communicating information in 3-5 builds on K-2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.
Disciplinary Core Ideas

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

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3-1)

* 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: 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials.

# data[].attributes.body
4-ESS1-1. | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time

# 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 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
4-PS4 Waves and Their Applications in Technologies for Information Transfer

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

# data[].attributes.body
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.

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

4-PS4-1.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [ Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]

4-PS4-2.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [ Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

4-PS4-3.

Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1's and 0's representing black and white to send information about a picture, and using Morse code to send text.]

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 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Constructing explanations and designing solutions in 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (4-PS4-1)

Disciplinary Core Ideas

An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)

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

Common Core State Standards Connections:

Students who demonstrate understanding can:

4-PS4-1.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [ Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]

4-PS4-2.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [ Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

4-PS4-3.

Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1's and 0's representing black and white to send information about a picture, and using Morse code to send text.]

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 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Constructing explanations and designing solutions in 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (4-PS4-1)

Disciplinary Core Ideas

An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)

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

Common Core State Standards Connections:

Students who demonstrate understanding can:

4-PS4-1.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [ Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]

4-PS4-2.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [ Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

4-PS4-3.

Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1's and 0's representing black and white to send information about a picture, and using Morse code to send text.]

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 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Constructing explanations and designing solutions in 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (4-PS4-1)

Disciplinary Core Ideas

An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)

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

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
4-PS4 Waves and Their Applications in Technologies for Information Transfer

# data[].attributes.attachment_link.description
Students who demonstrate understanding can: 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.]

# data[].attributes.body
Make observations to provide evidence of the effects of weather or the rate of erosion by water, ice, wind or vegetation

# data[].attributes.headline
Need for Art to do Maps of regions again in Colorado History Unit 

# data[].attributes.subject
Need for Art to do Maps of regions again in Colorado History Unit 

# data[].attributes.body
Analyze and interpret data from maps to describe patterns of Earth's features.

# data[].attributes.body
3-5-ETS1-1. | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

# 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.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.