Organization: Pearson Product Name: Elevate Science Grade 1 Product Version: 1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-a7cbfb3a-fc96-32b9-8902-b12cacd19f61 Timestamp: Thursday, November 29, 2018 03:45 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Plan and conduct investigations collaboratively to produce evidence to answer a question. - K-2-SEP-3.b Define a simple problem that can be solved through the development of a new or improved object or tool. - K-2-SEP-1.c Ask questions based on observations to find more information about the natural and/or designed world(s). - K-2-SEP-1.a Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. - K-2-ETS1-B-1 Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. - K-2-SEP-3.d Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. - 1-LS3-B-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-LS1-1 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. - 1-LS1-2 Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. - 1-LS3-1 Structure and Function - CCC.6 Use observations of the Sun, moon, and stars to describe patterns that can be predicted. - 1-ESS1-1 Make observations at different times of year to relate the amount of daylight to the time of year. - 1-ESS1-2 Cause and Effect - CCC.2 Simple tests can be designed to gather evidence to support or refute student ideas about causes. - K-2-CCC-2.b Patterns - CCC.1 Developing and Using Models - SEP.2 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. - 1-PS4-1 Planning and Carrying Out Investigations - SEP.3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. - 1-PS4-3 Asking Questions and Defining Problems - SEP.1 Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. - 1-PS4-2 Constructing Explanations and Designing Solutions - SEP.6 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. - 1-PS4-4 Engaging in Argument From Evidence - SEP.7 Analyzing and Interpreting Data - SEP.4 Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. - 1-ESS1-A-1 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) - 1-LS1-A-1 Using Mathematics and Computational Thinking - SEP.5 Obtaining, Evaluating, and Communicating Information - SEP.8 Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. - 1-PS4-B-2 Objects can be seen if light is available to illuminate them or if they give off their own light. - 1-PS4-B-1 Because there is always more than one possible solution to a problem, it is useful to compare and test designs. - K-2-ETS1-C-2 Before beginning to design a solution, it is important to clearly understand the problem. - K-2-ETS1-A-3 Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. - K-2-SEP-6.a Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. - K-2-SEP-4.c Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. - K-2-SEP-8.a Analyze data from tests of an object or tool to determine if it works as intended. - K-2-SEP-4.e Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. - 1-LS3-A-1 Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) - K-2-ETS1-A-2 A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. - K-2-ETS1-A-1 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-ETS1-2 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-ETS1-1 Science investigations begin with a question. - K-5-NoS-1.b Scientists use different ways to study the world. - K-5-NoS-1.a Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. - K-2-ETS1-3 Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. - K-2-CCC-1.a Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. - 1-LS1-B-1 Seasonal patterns of sunrise and sunset can be observed, described, and predicted. - 1-ESS1-B-1 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-D-1 Sound can make matter vibrate, and vibrating matter can make sound. - 1-PS4-A-1 People also use a variety of devices to communicate (send and receive information) over long distances. - 1-PS4-C-1 Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) - K-ETS1-A-2 List of all Files Validated: imsmanifest.xml I_0002123f-ec46-3c80-a53c-89bc0a001330_1_R/BasicLTI.xml I_0002123f-ec46-3c80-a53c-89bc0a001330_R/BasicLTI.xml I_01de66ee-6753-3f9e-83ca-99206b1e1d77_1_R/BasicLTI.xml I_01edd6e5-685a-32d6-b56d-b3177a85d672_R/BasicLTI.xml I_026339cb-5ddd-39c8-9cc2-7058e2e6455c_1_R/BasicLTI.xml I_02988e9f-f97d-37fd-ba62-a04e9d1c64da_R/BasicLTI.xml I_02bca489-8f89-3816-b94e-cfc923ff5d3d_1_R/BasicLTI.xml I_02c082e2-f15f-3628-84a8-2dad5e849aea_1_R/BasicLTI.xml I_02c082e2-f15f-3628-84a8-2dad5e849aea_R/BasicLTI.xml I_02fcc50a-f80a-3341-bab4-1563e94b17b0_R/BasicLTI.xml I_031a0420-d4e6-300c-b596-b1dfde1dafdb_1_R/BasicLTI.xml I_033925f2-63ae-3e61-ae87-fa6ba794dab4_R/BasicLTI.xml I_0368b803-1439-3cd2-8651-5f72891c4cd9_1_R/BasicLTI.xml I_03b2990e-730c-3fb9-9676-c1381e9833e6_R/BasicLTI.xml I_03b53744-7f14-3371-9c3a-d2c72688ba75_1_R/BasicLTI.xml I_03e84555-68c3-3060-8014-df5a9ad18765_1_R/BasicLTI.xml I_0417323d-85f1-3be9-867e-8c25ae736c45_R/BasicLTI.xml I_042659c0-1989-349d-ae85-96f641dde4fe_1_R/BasicLTI.xml I_042659c0-1989-349d-ae85-96f641dde4fe_3_R/BasicLTI.xml I_0438aebf-4c96-3dfe-88e6-3e9d376ea7cc_1_R/BasicLTI.xml I_04590902-c3c2-33f7-b962-420b1c19e4a9_1_R/BasicLTI.xml I_0464221b-0c2e-3bfd-a33b-e2ff9d505c5b_1_R/BasicLTI.xml I_0464221b-0c2e-3bfd-a33b-e2ff9d505c5b_3_R/BasicLTI.xml I_0464221b-0c2e-3bfd-a33b-e2ff9d505c5b_5_R/BasicLTI.xml I_04de416e-7aea-35b8-afec-3c334617bb57_1_R/BasicLTI.xml I_04de416e-7aea-35b8-afec-3c334617bb57_3_R/BasicLTI.xml I_0502d0f9-16f5-3c34-9ba6-01d4f02860e8_1_R/BasicLTI.xml I_053a5f1f-96c7-39d8-8308-5509100f412b_1_R/BasicLTI.xml I_053a5f1f-96c7-39d8-8308-5509100f412b_3_R/BasicLTI.xml I_053c3a0f-9c22-30c2-b09e-a1ee2d7cba1a_R/BasicLTI.xml I_0600b9f4-9b01-3594-a266-05559882ec7b_1_R/BasicLTI.xml I_0605b7c6-bb89-336a-94cb-9a650306d8ec_1_R/BasicLTI.xml I_060d74cc-0ee1-3c0b-a186-94d614e2bf2e_1_R/BasicLTI.xml I_06c5ef24-e62b-32f3-b3c7-c269f9f24fc7_1_R/BasicLTI.xml I_06c5ef24-e62b-32f3-b3c7-c269f9f24fc7_2_R/BasicLTI.xml I_06c5ef24-e62b-32f3-b3c7-c269f9f24fc7_R/BasicLTI.xml I_0760d8ed-7117-3412-a660-6f89f3732bc2_R/BasicLTI.xml I_0783c20a-3e07-343f-8a2e-3006810a4802_1_R/BasicLTI.xml I_0783c20a-3e07-343f-8a2e-3006810a4802_R/BasicLTI.xml I_07c6cd9b-918e-3bc0-812d-541d285cb7e3_1_R/BasicLTI.xml I_08430e2b-3c76-3c5e-a604-7fbb8cbc384f_R/BasicLTI.xml I_086ddd8d-adb3-3afb-a17f-edf93bc5e4d2_1_R/BasicLTI.xml I_08706642-3f72-38f4-89ae-fbda51dd5977_R/BasicLTI.xml I_08a5c96f-ecd8-30df-9d1d-5e1c735f9fe8_R/BasicLTI.xml I_09001286-14a1-312d-a413-56803fd737c1_R/BasicLTI.xml I_0916bc7f-8f98-391b-b788-ea40520c53de_1_R/BasicLTI.xml I_092b9fdb-018d-3579-936c-e158e2e602cc_R/BasicLTI.xml I_093b3414-2eef-3f26-8aea-26b7b2a91d69_R/BasicLTI.xml I_0949a6c0-92aa-3158-9cb9-3f7cbda59250_R/BasicLTI.xml I_094b6790-26f0-352e-abb9-c79d8d87a743_1_R/BasicLTI.xml I_099deb83-5e66-3c5d-a29c-b1ebf4394f77_1_R/BasicLTI.xml I_09d5ef5d-53e6-3e8e-9c82-5227ce169ff6_R/BasicLTI.xml I_09e8a12e-c3fc-3bb6-a31f-ec90f1af0d9e_R/BasicLTI.xml I_09fb8be8-32a5-3d93-9000-6632a2abae49_1_R/BasicLTI.xml I_0abca804-0d6c-343f-8773-ace063dfb620_R/BasicLTI.xml I_0b01ca76-c9e5-3f3e-8007-b43e8b8271b9_1_R/BasicLTI.xml I_0b6b5f1f-1bb4-3562-a9ce-02cb6c13a033_R/BasicLTI.xml I_0c13a613-9e96-386d-9374-40741ce4451f_R/BasicLTI.xml I_0c17156c-796c-31c2-ba73-ab8deda31e97_R/BasicLTI.xml I_0c3febbd-0dce-315e-9f35-747508cda5ae_1_R/BasicLTI.xml I_0cf0ea6a-b6d5-3c3a-a94e-7a750e8d8d16_R/BasicLTI.xml I_0e377946-17dc-3602-ba29-c6805a2e53b1_1_R/BasicLTI.xml I_0e502a89-a88d-32c6-8a65-da26fba485d8_R/BasicLTI.xml I_0eac6f6f-e061-34bb-bd6b-56c33b934e84_1_R/BasicLTI.xml I_0eac6f6f-e061-34bb-bd6b-56c33b934e84_2_R/BasicLTI.xml I_0eac6f6f-e061-34bb-bd6b-56c33b934e84_R/BasicLTI.xml I_0ef0ce0c-0855-3494-a630-4fd0d2b182ae_R/BasicLTI.xml I_0f9997d3-67c4-3f67-b1fc-89dc90b67abf_1_R/BasicLTI.xml I_101703be-e8fe-36db-9369-bbcd5a49ca28_1_R/BasicLTI.xml I_1034a1f2-2c40-3e23-82a1-d9a0935f4502_1_R/BasicLTI.xml I_10cd168e-77dd-3d1c-9538-8135e09f78dc_1_R/BasicLTI.xml I_10cd168e-77dd-3d1c-9538-8135e09f78dc_R/BasicLTI.xml I_10f89b77-a059-3d6a-ae17-ae67f323213b_1_R/BasicLTI.xml I_10f89b77-a059-3d6a-ae17-ae67f323213b_3_R/BasicLTI.xml I_1152fffa-7a6a-398e-b0ae-09a346405dd1_1_R/BasicLTI.xml I_116584aa-e75f-3d1f-afdc-b9e62861d471_1_R/BasicLTI.xml I_116584aa-e75f-3d1f-afdc-b9e62861d471_R/BasicLTI.xml I_11fadd3c-968a-332a-bdb5-7b1ce07323b6_1_R/BasicLTI.xml I_1259d00b-9c69-3d57-b670-eccfe03b7e14_1_R/BasicLTI.xml I_126ba912-0e6d-31c1-948a-bd7fee19c013_1_R/BasicLTI.xml I_12a2c7da-6244-3c1b-a69c-44ee709ef0d2_1_R/BasicLTI.xml I_12ae0e29-e59a-3d77-8953-b69b6ddb9340_R/BasicLTI.xml I_13313889-39c4-3692-bf2f-dfba19254c4d_1_R/BasicLTI.xml I_138754da-1eab-37f7-be3a-8545a114c28e_1_R/BasicLTI.xml I_14776812-7b77-3028-bb51-75572b916b2f_1_R/BasicLTI.xml I_148620bb-13e6-3f86-9b33-6dadfdc99f67_1_R/BasicLTI.xml I_148620bb-13e6-3f86-9b33-6dadfdc99f67_2_R/BasicLTI.xml I_148620bb-13e6-3f86-9b33-6dadfdc99f67_R/BasicLTI.xml I_150b9cbc-f203-3776-83be-4e3d4eb9a7d9_R/BasicLTI.xml I_152eecfe-db7a-3a92-b8e8-9a7e784a4156_1_R/BasicLTI.xml I_1541cad8-29d8-3434-970f-e0209b24dfde_1_R/BasicLTI.xml I_1541cad8-29d8-3434-970f-e0209b24dfde_R/BasicLTI.xml I_155aadb8-66f6-30ae-bc52-dd03a6b963eb_1_R/BasicLTI.xml I_179e86e4-1da2-33ab-9751-a3fda3af7753_1_R/BasicLTI.xml I_17bd7bc5-936d-3726-866c-354458928f2d_1_R/BasicLTI.xml I_191cbd20-868d-337f-8c82-2c3bd611d557_1_R/BasicLTI.xml I_19377994-17a8-32e2-bfa5-0f4a7f4bbf98_1_R/BasicLTI.xml I_19377994-17a8-32e2-bfa5-0f4a7f4bbf98_3_R/BasicLTI.xml I_19a4f8b3-7807-377e-abbb-a011444be1d5_1_R/BasicLTI.xml I_19a768e0-cb70-3c58-9594-a182e39786a9_1_R/BasicLTI.xml I_19afa570-58f1-3f29-8f3b-9c69d621a60a_1_R/BasicLTI.xml I_19bee38a-45b1-39b5-9485-d1df5da664b9_1_R/BasicLTI.xml I_19dac97b-a8db-3fa3-a6e1-f69bfd15d29d_R/BasicLTI.xml I_1a05858e-f301-32e4-979a-a6e41b51485d_R/BasicLTI.xml I_1a1fa42c-42b6-3f0f-9a09-20874879eee0_1_R/BasicLTI.xml I_1a1fa42c-42b6-3f0f-9a09-20874879eee0_2_R/BasicLTI.xml I_1a1fa42c-42b6-3f0f-9a09-20874879eee0_R/BasicLTI.xml I_1b0f9b67-b712-35ea-bab0-4429de2d1099_1_R/BasicLTI.xml I_1b0f9b67-b712-35ea-bab0-4429de2d1099_3_R/BasicLTI.xml I_1bc8ef74-b80f-3183-85f5-19d4a0de4927_1_R/BasicLTI.xml I_1bc8ef74-b80f-3183-85f5-19d4a0de4927_3_R/BasicLTI.xml I_1bce4223-8a37-3ec5-8519-32c35b0bdbdc_1_R/BasicLTI.xml I_1bce4223-8a37-3ec5-8519-32c35b0bdbdc_2_R/BasicLTI.xml I_1bce4223-8a37-3ec5-8519-32c35b0bdbdc_R/BasicLTI.xml I_1be5ab03-1e2a-3315-9b62-e7aaad812791_1_R/BasicLTI.xml I_1becde7d-8f66-3490-b363-605ae1336803_R/BasicLTI.xml I_1c22ba18-f92c-36c6-b1fc-042fee1cab0f_1_R/BasicLTI.xml I_1c86774f-4ebc-31ac-a6cc-0ffc2af8c2e3_1_R/BasicLTI.xml I_1c9248eb-677c-3ff4-8125-490e46c43e6e_R/BasicLTI.xml I_1cce5b14-3df3-3743-bd01-c58ab45ab545_1_R/BasicLTI.xml I_1ce6959e-4d7f-3203-971b-c0752cb0832a_1_R/BasicLTI.xml I_1ce6959e-4d7f-3203-971b-c0752cb0832a_3_R/BasicLTI.xml I_1ce6959e-4d7f-3203-971b-c0752cb0832a_5_R/BasicLTI.xml I_1d508887-7c81-3e24-b31e-208e31d18c91_1_R/BasicLTI.xml I_1d8b3e4b-f760-3244-804d-94b544216c3c_R/BasicLTI.xml I_1e03e613-85c3-3322-bfce-fc09c1877e0b_R/BasicLTI.xml I_1e222c8b-0b9d-3704-a033-89ca6184d90a_1_R/BasicLTI.xml I_1ebb5a29-12f1-3e6e-9fb5-b6e0560b7a6f_1_R/BasicLTI.xml I_1fc7c714-0b22-34cb-b7f6-5d9be87f5e09_1_R/BasicLTI.xml I_1fd4e850-0e81-3baf-9b72-fd214c71cf37_R/BasicLTI.xml I_2044d2f3-0067-3ddf-a44d-3d4657a29a1b_R/BasicLTI.xml I_2074c31e-c16c-386b-9f7f-47b734dd8dc6_1_R/BasicLTI.xml I_2074c31e-c16c-386b-9f7f-47b734dd8dc6_R/BasicLTI.xml I_207a1e16-de66-3bf5-8a31-595887f44ab9_1_R/BasicLTI.xml I_20a46c0a-84c8-3658-8cce-3cb2468d2084_1_R/BasicLTI.xml I_20c5f7a7-e651-3322-b2b3-44e22bdd4636_1_R/BasicLTI.xml I_20d4f00f-04cd-3c10-b949-87b6bded3c15_1_R/BasicLTI.xml I_2135fcfe-560b-3c45-a7dc-5d25a069ff08_1_R/BasicLTI.xml I_2135fcfe-560b-3c45-a7dc-5d25a069ff08_R/BasicLTI.xml I_2358e61b-d5d8-393f-86fe-a331c6897a46_R/BasicLTI.xml I_2366a43a-5a01-3796-8b6c-44b89828e2bb_R/BasicLTI.xml I_23e2a8dd-afe6-3a66-96df-ffac0f038485_R/BasicLTI.xml I_241fbc91-988e-3cf7-ae29-5d4f22431ac1_1_R/BasicLTI.xml I_242fdb9a-8454-346e-b668-396d3cce8517_1_R/BasicLTI.xml I_245611d3-8874-331f-ab5c-4d0dc96d5a6f_1_R/BasicLTI.xml I_245611d3-8874-331f-ab5c-4d0dc96d5a6f_2_R/BasicLTI.xml I_245611d3-8874-331f-ab5c-4d0dc96d5a6f_R/BasicLTI.xml I_24a7aafc-eb2a-360e-8cd3-9290c22fa475_R/BasicLTI.xml I_24df727a-ee8d-3eba-8073-910e8c9c378c_R/BasicLTI.xml I_25622eed-a226-3bca-81b8-572f3cf6ced4_1_R/BasicLTI.xml I_26bac40b-1789-3707-b7cd-69a947a6e3c5_R/BasicLTI.xml I_2769f85f-9d9c-31cd-ab0b-cf26ece85d83_R/BasicLTI.xml I_27ac501e-ee0a-37b6-8039-0ce88437ebbc_R/BasicLTI.xml I_27cbf641-0daa-38f3-b9db-047a0f664408_1_R/BasicLTI.xml I_27f004b2-d26d-3216-b80e-6ce5ad0a5d0f_1_R/BasicLTI.xml I_286ed884-b574-3ca0-b12e-755782d85d99_R/BasicLTI.xml I_286fe15e-52f6-3cf2-8dfd-6eef65ebafc1_1_R/BasicLTI.xml I_28a4697c-b9f2-3541-98c4-9057d2cd40f9_1_R/BasicLTI.xml I_28a805bc-614b-34e3-828d-6d1f1937b0de_1_R/BasicLTI.xml I_28c0c35e-60c4-3d6a-99f5-fa9bf54e67fb_1_R/BasicLTI.xml I_29b3b301-c3e8-3daa-a5ad-417dd6bc7f3e_1_R/BasicLTI.xml I_2a5929fc-4d25-309f-b6db-34dabf439940_1_R/BasicLTI.xml I_2a5929fc-4d25-309f-b6db-34dabf439940_R/BasicLTI.xml I_2abc3783-537a-32c1-8e8c-e032a53053cb_1_R/BasicLTI.xml I_2abc3783-537a-32c1-8e8c-e032a53053cb_R/BasicLTI.xml I_2b2baddf-c0d6-3372-9108-80fed2ba1dac_1_R/BasicLTI.xml I_2b2baddf-c0d6-3372-9108-80fed2ba1dac_3_R/BasicLTI.xml I_2b79e658-a2d7-3432-93ee-d94d84467c1c_1_R/BasicLTI.xml I_2bc06e6d-e827-3c68-8391-c2541d5e8e70_1_R/BasicLTI.xml I_2bc06e6d-e827-3c68-8391-c2541d5e8e70_3_R/BasicLTI.xml I_2bc06e6d-e827-3c68-8391-c2541d5e8e70_5_R/BasicLTI.xml I_2c09dee6-63ed-3a33-bf41-8438bed91e8c_1_R/BasicLTI.xml I_2c388ccc-6c32-3153-a087-f69c0d56eef2_1_R/BasicLTI.xml I_2c98ccbb-e63f-3c38-b497-b10fb79b8742_1_R/BasicLTI.xml I_2d3bff41-f8a5-37fa-baa5-e8208c82fd65_1_R/BasicLTI.xml I_2d3bff41-f8a5-37fa-baa5-e8208c82fd65_R/BasicLTI.xml I_2d718373-4124-32f3-b54d-94ac2e8d2f58_1_R/BasicLTI.xml I_2d718373-4124-32f3-b54d-94ac2e8d2f58_3_R/BasicLTI.xml I_2df2efd6-cd64-348e-85ed-d1f8af5d4be2_1_R/BasicLTI.xml I_2df2efd6-cd64-348e-85ed-d1f8af5d4be2_R/BasicLTI.xml I_2e198a55-a119-32c0-a556-d09a7dd7c116_1_R/BasicLTI.xml I_2e198a55-a119-32c0-a556-d09a7dd7c116_3_R/BasicLTI.xml I_2e198a55-a119-32c0-a556-d09a7dd7c116_5_R/BasicLTI.xml I_2e2d6c85-6018-3aa6-bc96-6eccb948a7b1_1_R/BasicLTI.xml I_2f0375a2-bfb1-3ccf-9d84-681551ef8797_1_R/BasicLTI.xml I_2f13b7ec-3477-39aa-9d2a-0444f0a65bf1_1_R/BasicLTI.xml I_2f13b7ec-3477-39aa-9d2a-0444f0a65bf1_3_R/BasicLTI.xml I_2f13b7ec-3477-39aa-9d2a-0444f0a65bf1_5_R/BasicLTI.xml I_2f819298-71e2-361d-9a8b-67f98c00ad5e_1_R/BasicLTI.xml I_2fe29f03-6938-3842-a2dd-edbce023b34b_1_R/BasicLTI.xml I_2fe29f03-6938-3842-a2dd-edbce023b34b_3_R/BasicLTI.xml I_2ff09b38-cd35-315c-bb06-6c961f25ecbd_R/BasicLTI.xml I_30ca61bb-7f73-3369-a68d-f5721c3dbb46_R/BasicLTI.xml I_3116876d-dce5-36c7-ade2-2d00bea7575b_1_R/BasicLTI.xml I_31188f80-8030-3c79-aa3b-b1a31461ef1e_1_R/BasicLTI.xml I_313acc42-764d-3749-bb89-05add2b6d07d_R/BasicLTI.xml I_31cbe663-af3f-3b6d-894e-dbba6a960b55_1_R/BasicLTI.xml I_32cd85ca-c761-3507-8f98-9ab0bf078c97_1_R/BasicLTI.xml I_32cd85ca-c761-3507-8f98-9ab0bf078c97_3_R/BasicLTI.xml I_3345ebe3-0eeb-3e3b-9ad6-bf2e28237e5a_1_R/BasicLTI.xml I_33558c21-6cba-3da5-b031-ea0edfd951ea_1_R/BasicLTI.xml I_33668646-7e26-30ac-85ba-8e1f48f92e94_1_R/BasicLTI.xml I_33668646-7e26-30ac-85ba-8e1f48f92e94_3_R/BasicLTI.xml I_336c0840-9ae1-3f4f-b449-87c6814b5b26_1_R/BasicLTI.xml I_337c1d93-5562-3708-9e9d-c46cb4389323_R/BasicLTI.xml I_337f38f6-e38d-304c-a777-e22f35ad6a29_R/BasicLTI.xml I_33b25e46-d031-3b53-84d4-231c671c7be6_R/BasicLTI.xml I_33b98107-ae16-3682-ac54-e348848ad4ab_1_R/BasicLTI.xml I_33b98107-ae16-3682-ac54-e348848ad4ab_R/BasicLTI.xml I_33ee0a2a-6c1c-3a65-8eb1-b70cf689146e_R/BasicLTI.xml I_34963741-6987-3228-99f6-4528a5bc3bd0_R/BasicLTI.xml I_34b3356a-b710-3794-bafb-63400568ce10_1_R/BasicLTI.xml I_34b3356a-b710-3794-bafb-63400568ce10_R/BasicLTI.xml I_34b581f5-aa96-3bf5-9645-72a53b8ff2f3_R/BasicLTI.xml I_350b500c-71a9-3bc2-ba1a-daf55489451e_R/BasicLTI.xml I_351ba8ea-512f-3c51-9528-35908f8ebea2_1_R/BasicLTI.xml I_35451cac-5c6d-32b4-9282-20d91f49b34c_1_R/BasicLTI.xml I_35487ca4-0b0f-31d8-81ba-057fd769575b_R/BasicLTI.xml I_35933a95-8a5e-3158-b907-7efec0e39cf3_1_R/BasicLTI.xml I_35933a95-8a5e-3158-b907-7efec0e39cf3_R/BasicLTI.xml I_35cb9860-cba9-34d1-977a-b1f7d04f6d91_1_R/BasicLTI.xml I_35cb9860-cba9-34d1-977a-b1f7d04f6d91_3_R/BasicLTI.xml I_35cb9860-cba9-34d1-977a-b1f7d04f6d91_5_R/BasicLTI.xml I_364062ac-6608-3c2d-bc9f-891ea5aeb0d4_R/BasicLTI.xml I_36f7592e-5e14-356c-bb3f-da14f03b7ba8_1_R/BasicLTI.xml I_36f7592e-5e14-356c-bb3f-da14f03b7ba8_R/BasicLTI.xml I_36feb72c-75e8-3507-80a8-8bddf5ee59d1_1_R/BasicLTI.xml I_36feb72c-75e8-3507-80a8-8bddf5ee59d1_R/BasicLTI.xml I_37a52052-a4c0-3f08-ab1b-313320907111_1_R/BasicLTI.xml I_37ade64c-a881-31d9-b0a7-f6d05f68044c_1_R/BasicLTI.xml I_380de890-efda-3458-b498-46fe6304ed43_1_R/BasicLTI.xml I_380de890-efda-3458-b498-46fe6304ed43_3_R/BasicLTI.xml I_380de890-efda-3458-b498-46fe6304ed43_5_R/BasicLTI.xml I_38190426-8644-378d-a8fe-6cf7dec9ffa6_1_R/BasicLTI.xml I_38190426-8644-378d-a8fe-6cf7dec9ffa6_2_R/BasicLTI.xml I_38190426-8644-378d-a8fe-6cf7dec9ffa6_3_R/BasicLTI.xml I_38190426-8644-378d-a8fe-6cf7dec9ffa6_R/BasicLTI.xml I_3977ef8d-afde-3f13-8381-c07d366f64f6_1_R/BasicLTI.xml I_3983b52a-3c10-3a8a-be52-efa092b479ed_1_R/BasicLTI.xml I_3983b52a-3c10-3a8a-be52-efa092b479ed_R/BasicLTI.xml I_3a02f99e-ab85-376f-8658-83ddd48e26b6_1_R/BasicLTI.xml I_3a02f99e-ab85-376f-8658-83ddd48e26b6_R/BasicLTI.xml I_3a2984d5-7815-3a98-aa93-59654c0abee6_1_R/BasicLTI.xml I_3a2984d5-7815-3a98-aa93-59654c0abee6_3_R/BasicLTI.xml I_3a2984d5-7815-3a98-aa93-59654c0abee6_5_R/BasicLTI.xml I_3ad13b3e-f6ab-31ef-bc8b-986ac76f22e5_1_R/BasicLTI.xml I_3b2162a3-5faf-3c12-8a57-8e64cf4a5af4_1_R/BasicLTI.xml I_3b2162a3-5faf-3c12-8a57-8e64cf4a5af4_3_R/BasicLTI.xml I_3b352ab1-cd36-3cb7-a6b0-4a1809f30d50_R/BasicLTI.xml I_3b5a027d-8766-3bdd-8f1e-dde48e7c8f8b_1_R/BasicLTI.xml I_3b7be2bc-c59b-3f4f-b61c-7dbb2788a812_1_R/BasicLTI.xml I_3b7be2bc-c59b-3f4f-b61c-7dbb2788a812_3_R/BasicLTI.xml I_3b7be2bc-c59b-3f4f-b61c-7dbb2788a812_5_R/BasicLTI.xml I_3bb0ecea-2057-38e5-9c9b-2742b77d3705_1_R/BasicLTI.xml I_3bb0ecea-2057-38e5-9c9b-2742b77d3705_3_R/BasicLTI.xml I_3bee4bfe-6eb3-3b66-b9de-c2ad6d017212_1_R/BasicLTI.xml I_3c32b307-cb10-3f12-b3e8-b22deb18f03e_1_R/BasicLTI.xml I_3c40ce5c-5382-3151-bf20-2941aa70252b_1_R/BasicLTI.xml I_3c6054bb-b519-33df-bc85-8aa2a7a78800_1_R/BasicLTI.xml I_3c6054bb-b519-33df-bc85-8aa2a7a78800_R/BasicLTI.xml I_3d0c1046-c262-3756-846f-04bb3ffc5d19_1_R/BasicLTI.xml I_3d21f8ab-50a6-384f-a19d-0c7752878249_1_R/BasicLTI.xml I_3d21f8ab-50a6-384f-a19d-0c7752878249_3_R/BasicLTI.xml I_3d23ca34-130e-33e6-ab30-76674e199652_1_R/BasicLTI.xml I_3d23ca34-130e-33e6-ab30-76674e199652_2_R/BasicLTI.xml I_3d23ca34-130e-33e6-ab30-76674e199652_R/BasicLTI.xml I_3dbe3b41-5124-3313-af42-f54733d648dc_1_R/BasicLTI.xml I_3dbe3b41-5124-3313-af42-f54733d648dc_R/BasicLTI.xml I_3df5cb55-e3ae-36c6-ae1a-fc651d1a71a8_1_R/BasicLTI.xml I_3df5cb55-e3ae-36c6-ae1a-fc651d1a71a8_R/BasicLTI.xml I_3df9a606-341c-38d9-ac88-13211ebd55f9_1_R/BasicLTI.xml I_3dfcb5c2-a1a0-312f-9e8e-fdf0c6ece3bb_1_R/BasicLTI.xml I_3dfcb5c2-a1a0-312f-9e8e-fdf0c6ece3bb_2_R/BasicLTI.xml I_3dfcb5c2-a1a0-312f-9e8e-fdf0c6ece3bb_R/BasicLTI.xml I_3e16616d-93b7-3fe9-80c8-1e2c4023e6cd_1_R/BasicLTI.xml I_3e16616d-93b7-3fe9-80c8-1e2c4023e6cd_3_R/BasicLTI.xml I_3e16616d-93b7-3fe9-80c8-1e2c4023e6cd_5_R/BasicLTI.xml I_3e67c8eb-455a-3ed9-a7be-c096506a3c35_1_R/BasicLTI.xml I_3e87101b-c3fe-34ca-a9fb-ceccdf01cb8f_1_R/BasicLTI.xml I_3ed4c6f7-5ff6-3958-98e7-150b1448562f_1_R/BasicLTI.xml I_3ed4c6f7-5ff6-3958-98e7-150b1448562f_R/BasicLTI.xml I_3f05d034-ea46-3e40-9175-a8e0528be691_R/BasicLTI.xml I_40b13e83-3dd1-3318-ae8a-172c21187653_1_R/BasicLTI.xml I_40fa0329-5b1d-3a87-bfaa-7919448aebec_1_R/BasicLTI.xml I_41b9350b-adfc-302a-b631-eb6be668d02e_1_R/BasicLTI.xml I_42800c0b-2c85-3e06-aaf1-135d1d0f36a6_1_R/BasicLTI.xml I_435586f4-5571-3a3b-9f33-5c0e0d287110_1_R/BasicLTI.xml I_43c19496-9f94-39f5-a034-6a589c7f1c6d_R/BasicLTI.xml I_450026bb-cf8f-3611-91ea-0fcc2e06fd08_1_R/BasicLTI.xml I_450026bb-cf8f-3611-91ea-0fcc2e06fd08_2_R/BasicLTI.xml I_450026bb-cf8f-3611-91ea-0fcc2e06fd08_R/BasicLTI.xml I_45fc4227-7c69-390b-952e-9bc81c3ac633_R/BasicLTI.xml I_464c3965-f02b-3463-b34e-a2fb75bba46f_1_R/BasicLTI.xml I_4666a807-1cee-33c0-af15-54c4610ced18_1_R/BasicLTI.xml I_4666a807-1cee-33c0-af15-54c4610ced18_3_R/BasicLTI.xml I_4666a807-1cee-33c0-af15-54c4610ced18_5_R/BasicLTI.xml I_46b97026-8020-3a91-a8a0-2af49fff9b6b_1_R/BasicLTI.xml I_46ec10f7-07f5-3f7d-aeb7-f0714987bdb8_1_R/BasicLTI.xml I_46ec10f7-07f5-3f7d-aeb7-f0714987bdb8_3_R/BasicLTI.xml I_46ec10f7-07f5-3f7d-aeb7-f0714987bdb8_5_R/BasicLTI.xml I_474defe1-6967-39fc-809a-ef9c496f7165_1_R/BasicLTI.xml I_474defe1-6967-39fc-809a-ef9c496f7165_R/BasicLTI.xml I_47594405-2ea6-31ec-9759-abe4e2a69ba2_1_R/BasicLTI.xml I_478584e9-c0ec-3209-bdcd-9aecfdc01864_1_R/BasicLTI.xml I_480582f1-58bc-3511-982a-71ab2c6aa578_R/BasicLTI.xml I_48890757-a0ba-3448-ad56-fdee9b7eb7ad_1_R/BasicLTI.xml I_48890757-a0ba-3448-ad56-fdee9b7eb7ad_2_R/BasicLTI.xml I_48890757-a0ba-3448-ad56-fdee9b7eb7ad_R/BasicLTI.xml I_4954a050-68c1-342b-bebd-e738b7516241_R/BasicLTI.xml I_4999fcf0-b048-3fbc-b864-44c5b895bf88_1_R/BasicLTI.xml I_4999fcf0-b048-3fbc-b864-44c5b895bf88_R/BasicLTI.xml I_49b1b6e7-07ff-344f-b2ae-1688a20425a3_1_R/BasicLTI.xml I_4a39ec6a-e710-3f17-ac54-c236df0230d5_1_R/BasicLTI.xml I_4a3abea4-05b4-35e8-a698-173f4ac7c5b2_1_R/BasicLTI.xml I_4aaf8039-718d-3b77-adf1-904ba2ae74e1_1_R/BasicLTI.xml I_4ac62b49-7c53-32aa-ab30-1187cfe9550d_1_R/BasicLTI.xml I_4b1cb752-869d-39c1-8597-4bb5d3f5191e_R/BasicLTI.xml I_4b3b9265-ca1b-367b-b092-35b4cb446b5d_1_R/BasicLTI.xml I_4b505e72-50fa-3bab-b9ca-9e2be0fe6fd4_R/BasicLTI.xml I_4b62f2fb-cbfe-375a-a87e-f3a9d7c96d40_1_R/BasicLTI.xml I_4b62f2fb-cbfe-375a-a87e-f3a9d7c96d40_3_R/BasicLTI.xml I_4b62f2fb-cbfe-375a-a87e-f3a9d7c96d40_5_R/BasicLTI.xml I_4b8b41f9-8c35-39dc-9f5b-031b789f1bc4_1_R/BasicLTI.xml I_4be67442-0499-31cb-b576-76c2d1f73673_1_R/BasicLTI.xml I_4bec64e5-8149-376f-bf5a-f5a4c6f1cd4d_1_R/BasicLTI.xml I_4bec64e5-8149-376f-bf5a-f5a4c6f1cd4d_R/BasicLTI.xml I_4c2d35cb-0cb1-3a3d-9a1c-5b98fd38e7f5_1_R/BasicLTI.xml I_4c2d35cb-0cb1-3a3d-9a1c-5b98fd38e7f5_R/BasicLTI.xml I_4cb6b25b-e3d7-3086-93f7-96f96eb926c2_1_R/BasicLTI.xml I_4cdc5d21-6a28-3689-a6b3-1521ece8141b_1_R/BasicLTI.xml I_4cdc5d21-6a28-3689-a6b3-1521ece8141b_R/BasicLTI.xml I_4d56cebe-9106-3870-a08a-c90342638c32_R/BasicLTI.xml I_4d92363f-c3dd-3911-aeca-8f21d53dab61_R/BasicLTI.xml I_4dfcae20-8b64-3713-bbc5-7b90d90ebad6_1_R/BasicLTI.xml I_4e80a977-c074-30f9-be91-b52ac0510148_1_R/BasicLTI.xml I_4f4d572e-03fc-3b58-beef-ab21e432da09_R/BasicLTI.xml I_4f96afa4-df7a-3827-a396-3d09fd916cd4_1_R/BasicLTI.xml I_4ffa77c7-b8ea-38bc-b53a-6829ddcaf82a_1_R/BasicLTI.xml I_511351ed-0c22-3295-89ec-2dedc5bf645a_1_R/BasicLTI.xml I_511351ed-0c22-3295-89ec-2dedc5bf645a_R/BasicLTI.xml I_52036aec-42a2-358c-ab3b-fd20604b560a_1_R/BasicLTI.xml I_52036aec-42a2-358c-ab3b-fd20604b560a_3_R/BasicLTI.xml I_5207faf9-af7e-3600-9305-f35c6bd10252_1_R/BasicLTI.xml I_5232981d-fcce-3e1f-8379-3b191ac18100_1_R/BasicLTI.xml I_5235b4c0-9e5c-3816-869e-381bde54818d_1_R/BasicLTI.xml I_528bd03c-a22e-3969-b3fb-db745a22ddba_1_R/BasicLTI.xml I_540bf69f-6f42-314a-8670-8323b01152a0_1_R/BasicLTI.xml I_5475d7e4-beaa-373a-855d-667061efedd9_1_R/BasicLTI.xml I_5475d7e4-beaa-373a-855d-667061efedd9_3_R/BasicLTI.xml I_5475d7e4-beaa-373a-855d-667061efedd9_5_R/BasicLTI.xml I_54e51ab3-6a8b-3c51-ab6a-1b6e87cc874c_1_R/BasicLTI.xml I_54e51ab3-6a8b-3c51-ab6a-1b6e87cc874c_R/BasicLTI.xml I_5554943e-ae01-38db-85f4-b74c77af6bd2_1_R/BasicLTI.xml I_5554943e-ae01-38db-85f4-b74c77af6bd2_3_R/BasicLTI.xml I_5587f66b-d007-3eb4-80b4-2a2542237c05_1_R/BasicLTI.xml I_559885ab-4905-31d7-9029-e67d560bccf2_1_R/BasicLTI.xml I_55c93b41-044d-303d-9239-b9ea322b287f_1_R/BasicLTI.xml I_55c93b41-044d-303d-9239-b9ea322b287f_2_R/BasicLTI.xml I_55c93b41-044d-303d-9239-b9ea322b287f_R/BasicLTI.xml I_564fb2e6-da1a-30ab-96d4-5b31efb2bf9d_R/BasicLTI.xml I_5738ae85-b727-3e4c-8e3c-bf8011285d49_1_R/BasicLTI.xml I_57b16322-e99e-3e38-a3b8-8bc71867ad02_R/BasicLTI.xml I_58076b50-c360-346d-9452-641080ac35c5_1_R/BasicLTI.xml I_596c4b6b-1822-3464-a165-86af63db2166_1_R/BasicLTI.xml I_596c4b6b-1822-3464-a165-86af63db2166_R/BasicLTI.xml I_59bed729-2be0-35e6-befb-8da9637c298a_1_R/BasicLTI.xml I_5a09c647-c73a-3c97-a39e-c85cc29a233a_1_R/BasicLTI.xml I_5a09c647-c73a-3c97-a39e-c85cc29a233a_3_R/BasicLTI.xml I_5a09c647-c73a-3c97-a39e-c85cc29a233a_5_R/BasicLTI.xml I_5a37b10b-35b1-307f-957e-3a150c635507_1_R/BasicLTI.xml I_5a37b10b-35b1-307f-957e-3a150c635507_R/BasicLTI.xml I_5a9626c8-a479-39e1-a656-82ad3b819d2a_1_R/BasicLTI.xml I_5b7c4f92-96e8-3786-8ba3-0b8b5b453e16_1_R/BasicLTI.xml I_5bb49da4-fb7a-3b25-83fe-28daad010452_1_R/BasicLTI.xml I_5bb49da4-fb7a-3b25-83fe-28daad010452_R/BasicLTI.xml I_5d5684f5-6d1b-3785-9886-b00024104cf9_R/BasicLTI.xml I_5ddd9724-f403-3de3-aa39-4e5f1e1e2c8e_R/BasicLTI.xml I_5e09025e-58db-3ba3-b4ec-d2f53144f105_1_R/BasicLTI.xml I_5ef0ae95-8db4-3b2f-a530-b2ac6ffa43d5_1_R/BasicLTI.xml I_5ef0ae95-8db4-3b2f-a530-b2ac6ffa43d5_R/BasicLTI.xml I_5f171a9f-3b23-30bc-a8fa-6a9c97c93bfe_R/BasicLTI.xml I_5f1f4512-5709-388c-845a-2bc311af9642_1_R/BasicLTI.xml I_5f996a8f-2986-3814-8b75-6b963894e2d5_1_R/BasicLTI.xml I_5f996a8f-2986-3814-8b75-6b963894e2d5_3_R/BasicLTI.xml I_5f996a8f-2986-3814-8b75-6b963894e2d5_5_R/BasicLTI.xml I_5fa94153-cf43-3b5b-89f2-40309f6ba7a1_1_R/BasicLTI.xml I_60514e96-455b-336e-b330-3413ece16035_1_R/BasicLTI.xml I_60514e96-455b-336e-b330-3413ece16035_3_R/BasicLTI.xml I_61535d4b-1fb1-36f8-b442-cc4feb0f8345_R/BasicLTI.xml I_618125d2-56af-35d0-92e7-bd27cfcb1b8e_1_R/BasicLTI.xml I_618125d2-56af-35d0-92e7-bd27cfcb1b8e_2_R/BasicLTI.xml I_618125d2-56af-35d0-92e7-bd27cfcb1b8e_R/BasicLTI.xml I_61828875-81c9-3c6b-aa02-b0cb43c643f5_1_R/BasicLTI.xml I_6196410d-b1d5-3d54-a513-6698cd12ceea_1_R/BasicLTI.xml I_62249513-1925-3bd4-bfa4-39e18f9ddf46_1_R/BasicLTI.xml I_62d4706e-0266-37fa-8389-9b033a0deb98_R/BasicLTI.xml I_62f30ba5-2e0d-3e37-a34c-e65032e19725_1_R/BasicLTI.xml I_62f30ba5-2e0d-3e37-a34c-e65032e19725_2_R/BasicLTI.xml I_62f30ba5-2e0d-3e37-a34c-e65032e19725_R/BasicLTI.xml I_6304083a-b5e9-3c6f-a2d4-a2a3ee4c9c8f_1_R/BasicLTI.xml I_63b59540-9f12-3066-9dd2-9929c90c726e_1_R/BasicLTI.xml I_63b66eb7-4ec7-3ce9-88c1-9138a625216c_1_R/BasicLTI.xml I_63ba31ef-215b-3254-9442-e0fb2ea432d2_R/BasicLTI.xml I_63c4c8b0-3ecf-327e-88c8-25ee3360c574_1_R/BasicLTI.xml I_6425290a-3bb3-3f23-b3ff-b520e8ed7d5c_1_R/BasicLTI.xml I_649b7b2c-3664-369a-a583-bfe531aa8afc_1_R/BasicLTI.xml I_64a24e71-1449-316e-acac-fa230e70558c_R/BasicLTI.xml I_64ff6ff2-6f7d-32a1-a86c-ad918e7757f7_R/BasicLTI.xml I_656674dd-2845-3521-80bb-12889ff095cf_1_R/BasicLTI.xml I_6568953d-4fd5-3803-af5d-69179c1071de_1_R/BasicLTI.xml I_65ac77ef-0af7-3fd2-9f28-7922a77c4939_1_R/BasicLTI.xml I_65fccd91-48df-352d-9e04-159a45d48793_1_R/BasicLTI.xml I_65fccd91-48df-352d-9e04-159a45d48793_3_R/BasicLTI.xml I_65fccd91-48df-352d-9e04-159a45d48793_5_R/BasicLTI.xml I_667ca416-6b24-390d-af7a-516dbf0ada59_1_R/BasicLTI.xml I_66bfd853-5c3d-38a7-9500-31fee72cf777_R/BasicLTI.xml I_66d1a4d0-9586-3559-911a-a8c30f712eef_1_R/BasicLTI.xml I_66da9f34-e059-38ab-aa80-890a71337c8f_R/BasicLTI.xml I_67444f75-0c97-3d9b-884c-36aeec0d6ebd_1_R/BasicLTI.xml I_6745c5e2-2062-3822-880c-7d47559c5eee_1_R/BasicLTI.xml I_6745c5e2-2062-3822-880c-7d47559c5eee_2_R/BasicLTI.xml I_6745c5e2-2062-3822-880c-7d47559c5eee_R/BasicLTI.xml I_676286ec-0989-3dc2-8ed3-0bdf3ca03dd6_1_R/BasicLTI.xml I_6781a63a-25a2-36fa-bc60-f139742596f2_1_R/BasicLTI.xml I_67cf63d4-77ba-30ed-82ee-d9eab201af94_1_R/BasicLTI.xml I_6801a5f0-fa92-3200-ac3b-45b1a5017c6d_1_R/BasicLTI.xml I_6875f2ba-1907-32bb-9046-2b1f06e5af27_1_R/BasicLTI.xml I_6875f2ba-1907-32bb-9046-2b1f06e5af27_3_R/BasicLTI.xml I_6875f2ba-1907-32bb-9046-2b1f06e5af27_5_R/BasicLTI.xml I_69208149-5a08-32f4-becf-776af02d09f9_1_R/BasicLTI.xml I_6927c627-7300-34ca-bd13-08108a0da975_1_R/BasicLTI.xml I_692a8f09-3534-31e7-83c4-68c58740c86d_1_R/BasicLTI.xml I_692a8f09-3534-31e7-83c4-68c58740c86d_3_R/BasicLTI.xml I_692a8f09-3534-31e7-83c4-68c58740c86d_5_R/BasicLTI.xml I_69f497a9-bec7-3808-b503-a36a60508ba2_1_R/BasicLTI.xml I_6a46b656-2492-3fc7-982a-5c0a6ae7775b_R/BasicLTI.xml I_6a8aaeaa-4c69-3c7c-984a-1d1ceb18479d_R/BasicLTI.xml I_6ac503c2-3264-353c-a3c2-34a9b1f4373b_1_R/BasicLTI.xml I_6b72cfce-b498-3d51-91c5-a355e847e216_1_R/BasicLTI.xml I_6c4d14a4-7480-3fe2-9b6e-c18d3ee3fd0c_R/BasicLTI.xml I_6ce7d7bb-50af-3b55-9611-b35127f97684_1_R/BasicLTI.xml I_6ce7d7bb-50af-3b55-9611-b35127f97684_2_R/BasicLTI.xml I_6ce7d7bb-50af-3b55-9611-b35127f97684_R/BasicLTI.xml I_6cf0770d-0661-3f05-8615-276e328bf158_1_R/BasicLTI.xml I_6cf0770d-0661-3f05-8615-276e328bf158_2_R/BasicLTI.xml I_6cf0770d-0661-3f05-8615-276e328bf158_R/BasicLTI.xml I_6d14e897-db78-30f1-9813-1cac21cd1190_1_R/BasicLTI.xml I_6d14e897-db78-30f1-9813-1cac21cd1190_3_R/BasicLTI.xml I_6d14e897-db78-30f1-9813-1cac21cd1190_5_R/BasicLTI.xml I_6d97b210-3dad-3cb8-a30d-2e1b454faed5_1_R/BasicLTI.xml I_6d9d6b20-74e3-3317-ab3c-03966f4f7c62_R/BasicLTI.xml I_6dfcab32-574b-3337-a509-365bd16450a5_1_R/BasicLTI.xml I_6e9dd359-8a3e-3192-bddb-459b169fb779_1_R/BasicLTI.xml I_6eaccbe6-573c-3fd4-af77-c6e86814c860_R/BasicLTI.xml I_6ebc2cee-c420-3527-8e70-43c7269cbd2e_R/BasicLTI.xml I_6f1a8811-de84-3675-9edd-19a22f9ef146_1_R/BasicLTI.xml I_6f24859b-fea3-36db-ac07-84513681b2f0_1_R/BasicLTI.xml I_6f41d886-4d83-37c2-819b-efa6e614b661_1_R/BasicLTI.xml I_6f54f498-a5a9-3dbb-80d1-9b546d0ded0e_R/BasicLTI.xml I_6fbbd389-c6b8-3035-96c3-ea55a909f4ee_1_R/BasicLTI.xml I_6fdae21b-8938-3980-9b6d-4416df80c94a_R/BasicLTI.xml I_705d8371-efa6-3c2a-9165-0fdeb02fc5db_1_R/BasicLTI.xml I_713b8cb1-3373-3473-8a65-87d211b4c729_1_R/BasicLTI.xml I_71c2db3d-5dcf-3be5-ba14-ccdf43d94f92_1_R/BasicLTI.xml I_71c2db3d-5dcf-3be5-ba14-ccdf43d94f92_2_R/BasicLTI.xml I_71c2db3d-5dcf-3be5-ba14-ccdf43d94f92_R/BasicLTI.xml I_7216ee38-eaa6-38fc-a331-dbe194da9cc6_1_R/BasicLTI.xml I_7216ee38-eaa6-38fc-a331-dbe194da9cc6_R/BasicLTI.xml I_722607b1-23fe-3d9e-b89b-226280eb17c3_1_R/BasicLTI.xml I_7276b2d5-bf26-3555-98d1-e6590793b5f5_1_R/BasicLTI.xml I_7276b2d5-bf26-3555-98d1-e6590793b5f5_3_R/BasicLTI.xml I_7276b2d5-bf26-3555-98d1-e6590793b5f5_5_R/BasicLTI.xml I_72c12870-ac31-3e5e-bfa2-7b4548099d7e_1_R/BasicLTI.xml I_72cf97f9-f6b3-3538-a167-cb0bbe7249a5_1_R/BasicLTI.xml I_73251cd6-32c2-3948-8d97-8c81785f2ab4_R/BasicLTI.xml I_73e0f646-c873-329d-859d-ad188e01e250_1_R/BasicLTI.xml I_7433a459-1356-3b1f-9762-5bd37402e00d_1_R/BasicLTI.xml I_7433a459-1356-3b1f-9762-5bd37402e00d_2_R/BasicLTI.xml I_7433a459-1356-3b1f-9762-5bd37402e00d_R/BasicLTI.xml I_746c79f1-92b1-3dc7-9f48-10dff58971f3_1_R/BasicLTI.xml I_746c79f1-92b1-3dc7-9f48-10dff58971f3_3_R/BasicLTI.xml I_7474aae9-8478-3acd-a236-0ba62a011e64_1_R/BasicLTI.xml I_7555d7db-ca0f-3b28-8d07-16a70359ae7c_1_R/BasicLTI.xml I_75e4efcb-2e55-33ab-b562-b4867db1d74d_1_R/BasicLTI.xml I_75f92d29-5a79-3e26-a3a1-128f18e2e7b4_R/BasicLTI.xml I_76311eba-5905-3aa0-8248-11c994951476_1_R/BasicLTI.xml I_766f0e52-bcf6-3399-b88f-f37ebc330da6_1_R/BasicLTI.xml I_76a0d08b-0683-3da2-bb69-453f31e1da6e_R/BasicLTI.xml I_76d34698-8add-3c21-b5b8-88fe373d86b7_1_R/BasicLTI.xml I_76ffcf84-7a13-386a-a71d-61f5e0586170_1_R/BasicLTI.xml I_78058479-6bc5-31d0-9a3a-8d80a6a9fe10_1_R/BasicLTI.xml I_78058479-6bc5-31d0-9a3a-8d80a6a9fe10_3_R/BasicLTI.xml I_7a007c20-d64c-3d89-8d09-6cb771bfdb1b_1_R/BasicLTI.xml I_7a007c20-d64c-3d89-8d09-6cb771bfdb1b_R/BasicLTI.xml I_7a2f8453-09a4-3f72-b089-08eb08c9c5a0_R/BasicLTI.xml I_7a597f5f-5772-3b62-9022-c25f05b397e6_1_R/BasicLTI.xml I_7affd2c1-892e-304e-871d-f3dcfd27bf53_R/BasicLTI.xml I_7b34393b-e639-3e81-8b40-4a311a327123_R/BasicLTI.xml I_7c254d80-f3e5-3288-ad9a-8b5e3ac610ea_R/BasicLTI.xml I_7c8af06f-d011-38a1-a155-30621a6a3067_R/BasicLTI.xml I_7c9a73aa-d3d7-3cad-809d-0d6bdf6c444d_1_R/BasicLTI.xml I_7cae0687-5220-3bfb-8e83-82de6f9df798_1_R/BasicLTI.xml I_7d44c862-c87a-3764-8437-7afd3fa3ed89_1_R/BasicLTI.xml I_7d44c862-c87a-3764-8437-7afd3fa3ed89_R/BasicLTI.xml I_7d81d599-fcc7-3271-af77-e2d719403596_1_R/BasicLTI.xml I_7d81d599-fcc7-3271-af77-e2d719403596_R/BasicLTI.xml I_7e182625-d8c8-3cd9-9617-35889749473a_R/BasicLTI.xml I_7e50fa96-8dd3-332a-a623-795633d0f499_R/BasicLTI.xml I_7ec4f273-10c4-3ae7-80e0-1434db3c0a2b_R/BasicLTI.xml I_7efe3f7b-9cd9-3684-93b8-d75b2f2964fb_1_R/BasicLTI.xml I_7f0f8b40-1670-3902-9fa4-5846e5d346cd_1_R/BasicLTI.xml I_7fadb6f0-cd4a-301f-8dac-57ea2150bc87_1_R/BasicLTI.xml I_7fadb6f0-cd4a-301f-8dac-57ea2150bc87_3_R/BasicLTI.xml I_7fb64e14-b0ab-3b1f-a883-675d421bbb41_R/BasicLTI.xml I_8008493f-08cf-3e4b-8c14-9dad7b903b3b_R/BasicLTI.xml I_8039c4c9-a67e-3616-925c-56df02a99f5e_1_R/BasicLTI.xml I_8069dbca-47fd-3842-9791-15753f904163_1_R/BasicLTI.xml I_8069dbca-47fd-3842-9791-15753f904163_3_R/BasicLTI.xml I_8069dbca-47fd-3842-9791-15753f904163_5_R/BasicLTI.xml I_80d61809-b2c9-3674-bd0f-7650aaa90ea0_1_R/BasicLTI.xml I_80e6055b-c5f0-3aa5-ad93-5ad57e9a93df_1_R/BasicLTI.xml I_80e6055b-c5f0-3aa5-ad93-5ad57e9a93df_3_R/BasicLTI.xml I_80e63c82-1c3c-3df7-8f68-22e15ab35def_1_R/BasicLTI.xml I_81b56d8b-123a-3693-add3-46a4a729b15e_1_R/BasicLTI.xml I_81babbf2-e281-3b4b-b2da-b3217802b1d1_1_R/BasicLTI.xml I_81e591a8-45e8-3bc8-b3a6-bf980d4bc594_R/BasicLTI.xml I_82060a64-2bcb-3725-bbfd-7a58c6a1b03c_1_R/BasicLTI.xml I_825c69a4-e5a0-3abb-aad4-5d64cffb1010_R/BasicLTI.xml I_838a9b0a-d7d6-3d3c-9c2e-867cea1f8f77_R/BasicLTI.xml I_83b3d2f0-457d-3475-850f-ed40446e343a_1_R/BasicLTI.xml I_83b3d2f0-457d-3475-850f-ed40446e343a_2_R/BasicLTI.xml I_83b3d2f0-457d-3475-850f-ed40446e343a_R/BasicLTI.xml I_83e7c150-05ef-30c1-ad1b-61f732f85ecf_1_R/BasicLTI.xml I_842582e6-4384-35c8-9ef6-b040ff73dcb9_1_R/BasicLTI.xml I_842582e6-4384-35c8-9ef6-b040ff73dcb9_R/BasicLTI.xml I_8429cba4-fa8d-3cd8-b4a4-ce0f612c2895_1_R/BasicLTI.xml I_842a8d6e-98b6-3bc3-8bf1-63f422ab2059_R/BasicLTI.xml I_844eb8c1-fdc4-36aa-a3e0-10692353c7f2_1_R/BasicLTI.xml I_8457f3d4-2d5f-369a-8c47-d4a59dfb27ea_1_R/BasicLTI.xml I_8457f3d4-2d5f-369a-8c47-d4a59dfb27ea_3_R/BasicLTI.xml I_84984410-d59c-3d77-939b-b7e24bc41f59_1_R/BasicLTI.xml I_86bd6514-088d-3d2a-b277-14cb6042c602_1_R/BasicLTI.xml I_86bd6514-088d-3d2a-b277-14cb6042c602_2_R/BasicLTI.xml I_86bd6514-088d-3d2a-b277-14cb6042c602_R/BasicLTI.xml I_86da4aa6-4e55-3c4b-8f53-596febfbdb74_R/BasicLTI.xml I_872a6a6e-d73e-385f-af09-50ea67398e03_1_R/BasicLTI.xml I_8835b80e-a221-3b0d-b762-01e5152847a1_1_R/BasicLTI.xml I_883a47f3-3057-394c-a3c7-4caac9bd0d24_1_R/BasicLTI.xml I_883a47f3-3057-394c-a3c7-4caac9bd0d24_3_R/BasicLTI.xml I_883a47f3-3057-394c-a3c7-4caac9bd0d24_5_R/BasicLTI.xml I_88420ea6-df21-3adc-82a7-53edda98db4e_1_R/BasicLTI.xml I_88b44af5-655d-3d96-86d2-91826236349b_R/BasicLTI.xml I_88fa8447-925e-3825-8cc8-dc1905c75796_1_R/BasicLTI.xml I_89805c55-955b-3846-8f96-c3e589739d5e_1_R/BasicLTI.xml I_89805c55-955b-3846-8f96-c3e589739d5e_3_R/BasicLTI.xml I_89805c55-955b-3846-8f96-c3e589739d5e_5_R/BasicLTI.xml I_89c622ce-25ea-38c8-add2-5fb0266e1993_1_R/BasicLTI.xml I_89c622ce-25ea-38c8-add2-5fb0266e1993_R/BasicLTI.xml I_8a346ef4-f142-3640-a678-b68d3b783e6d_R/BasicLTI.xml I_8a47f463-9b83-32eb-b975-9f021e0f7d8c_1_R/BasicLTI.xml I_8abc801e-c92b-38ae-84f7-74d108705676_R/BasicLTI.xml I_8b1390b0-1a94-3cc6-957c-7ee90fbddd81_R/BasicLTI.xml I_8b77447e-e35d-3661-ab21-750e49298d0a_1_R/BasicLTI.xml I_8b77447e-e35d-3661-ab21-750e49298d0a_3_R/BasicLTI.xml I_8bce8cca-18a7-3d70-8010-c834d341434c_1_R/BasicLTI.xml I_8bce8cca-18a7-3d70-8010-c834d341434c_3_R/BasicLTI.xml I_8c36e240-8161-3772-85de-c53cc7b6957d_1_R/BasicLTI.xml I_8c36e240-8161-3772-85de-c53cc7b6957d_3_R/BasicLTI.xml I_8c36e240-8161-3772-85de-c53cc7b6957d_5_R/BasicLTI.xml I_8c6f5d75-598e-3f7d-be26-437b86d56e3b_1_R/BasicLTI.xml I_8cf9a130-a158-38e7-b21c-b20a027d520c_1_R/BasicLTI.xml I_8e201c5e-b943-360f-a4fd-dfb7f1ae3458_1_R/BasicLTI.xml I_8e6bedab-5138-3cd6-bc19-fb076de0c830_R/BasicLTI.xml I_8e72f903-4f78-3b56-8330-170eb1d8c9f5_1_R/BasicLTI.xml I_8e8b4482-41e1-3025-ae4f-23130ae64846_1_R/BasicLTI.xml I_8f11fa2d-bdff-3d41-a606-7e7d01f94972_1_R/BasicLTI.xml I_8f11fa2d-bdff-3d41-a606-7e7d01f94972_3_R/BasicLTI.xml I_8f24cf95-0d36-33de-be56-1a6660e6fa6e_1_R/BasicLTI.xml I_8f4f7fa7-6f15-3c4e-ac1f-ffcbf366e107_1_R/BasicLTI.xml I_8f4fab01-36dc-3abc-ae1b-e1057f06e71e_1_R/BasicLTI.xml I_8f4fab01-36dc-3abc-ae1b-e1057f06e71e_2_R/BasicLTI.xml I_8f4fab01-36dc-3abc-ae1b-e1057f06e71e_R/BasicLTI.xml I_8fbbf406-afdf-32cb-9720-3634838d8fb4_1_R/BasicLTI.xml I_8fbbf406-afdf-32cb-9720-3634838d8fb4_2_R/BasicLTI.xml I_8fbbf406-afdf-32cb-9720-3634838d8fb4_R/BasicLTI.xml I_9034130a-5132-3cf5-b883-9206d09c637c_1_R/BasicLTI.xml I_9034130a-5132-3cf5-b883-9206d09c637c_R/BasicLTI.xml I_907a8057-7360-3f50-b230-48d33d6538a2_1_R/BasicLTI.xml I_90fe7dd7-a433-3922-b0fe-2b8d6d746961_1_R/BasicLTI.xml I_90fe7dd7-a433-3922-b0fe-2b8d6d746961_R/BasicLTI.xml I_91110125-bfb9-39e5-a617-37546b9c2289_R/BasicLTI.xml I_92cb7ad1-14d3-3c43-8858-50bc2096cb86_R/BasicLTI.xml I_92dfc0f9-b75b-38d5-a056-33a371f0c88d_1_R/BasicLTI.xml I_92dfc0f9-b75b-38d5-a056-33a371f0c88d_2_R/BasicLTI.xml I_92dfc0f9-b75b-38d5-a056-33a371f0c88d_R/BasicLTI.xml I_932aea92-9168-3f5c-94e4-58b74d2f95c0_1_R/BasicLTI.xml I_93c3a6bf-9f69-3104-a040-414d6156c181_1_R/BasicLTI.xml I_93edcb2e-4288-3865-b87d-de8f7defdc35_1_R/BasicLTI.xml I_93edcb2e-4288-3865-b87d-de8f7defdc35_3_R/BasicLTI.xml I_948c5624-9e23-3188-833c-605bad81878c_1_R/BasicLTI.xml I_952441d6-2650-368f-bf42-9d7be35f35f6_R/BasicLTI.xml I_9587725e-aff0-3741-a53d-37e4dccf6b88_1_R/BasicLTI.xml I_9587725e-aff0-3741-a53d-37e4dccf6b88_R/BasicLTI.xml I_962a7129-6e8e-36b9-bc4b-519f2ac651e6_1_R/BasicLTI.xml I_962a7129-6e8e-36b9-bc4b-519f2ac651e6_3_R/BasicLTI.xml I_962a7129-6e8e-36b9-bc4b-519f2ac651e6_5_R/BasicLTI.xml I_963231ce-7b61-375d-ba8b-5ad2f0a159a1_1_R/BasicLTI.xml I_963d420d-e42a-35db-b110-68dc9efd64f1_1_R/BasicLTI.xml I_963d420d-e42a-35db-b110-68dc9efd64f1_R/BasicLTI.xml I_96562f50-a0f0-37ca-b697-ff89e81cbc19_R/BasicLTI.xml I_9697225c-dcc2-336c-aea0-2d5ac09e47e4_1_R/BasicLTI.xml I_9697225c-dcc2-336c-aea0-2d5ac09e47e4_3_R/BasicLTI.xml I_96f4aa48-6039-3ae2-8cd6-2bf480732cd4_1_R/BasicLTI.xml I_970a7e00-234f-3127-ae97-f26f70341e16_1_R/BasicLTI.xml I_974b45ba-37dc-31dd-8d1a-05042bbd770b_1_R/BasicLTI.xml I_974b45ba-37dc-31dd-8d1a-05042bbd770b_R/BasicLTI.xml I_97bfe370-c912-3f65-a355-477bcff4514c_1_R/BasicLTI.xml I_986fca4d-e8a9-3e2e-b992-75a9404e5463_R/BasicLTI.xml I_988361b3-1bbe-3cd5-9f4d-e52ac028fd4e_1_R/BasicLTI.xml I_9947051e-aa8f-3d4c-bfe9-983ac44cc542_1_R/BasicLTI.xml I_994d2aac-1ed8-34d0-9941-26da00d06072_1_R/BasicLTI.xml I_994d2aac-1ed8-34d0-9941-26da00d06072_R/BasicLTI.xml I_99790928-7fb0-392c-9aa8-63b2b14ed8a1_1_R/BasicLTI.xml I_99790928-7fb0-392c-9aa8-63b2b14ed8a1_2_R/BasicLTI.xml I_99790928-7fb0-392c-9aa8-63b2b14ed8a1_R/BasicLTI.xml I_999b3420-fe86-37ae-8e37-5afe5c5d0c0d_1_R/BasicLTI.xml I_99c0c4c8-c5be-3962-8b06-c3f0f349a092_1_R/BasicLTI.xml I_9a26398c-c3f0-374e-8566-d94f892f449d_R/BasicLTI.xml I_9a4624c8-6035-35b8-be75-0fb88848ef66_1_R/BasicLTI.xml I_9b069d80-6688-3b9e-b18d-94f9cab4617d_1_R/BasicLTI.xml I_9c3053c2-78da-3bf4-9207-dc8cd72b9671_1_R/BasicLTI.xml I_9c3df6f5-789c-3638-9dd7-7cac72802e45_1_R/BasicLTI.xml I_9c6989d1-c42d-34ab-9dd4-eb5285fd881a_1_R/BasicLTI.xml I_9c6989d1-c42d-34ab-9dd4-eb5285fd881a_2_R/BasicLTI.xml I_9c6989d1-c42d-34ab-9dd4-eb5285fd881a_R/BasicLTI.xml I_9c891e9e-be53-3473-bb87-3e3dca573a28_1_R/BasicLTI.xml I_9cabf592-444d-34f3-8527-59e4104daf49_1_R/BasicLTI.xml I_9ce8a569-3f1b-33a1-8364-f27db2b5b158_1_R/BasicLTI.xml I_9cf6306f-fcf9-3f87-b7ce-343fcee22519_1_R/BasicLTI.xml I_9d00b97d-7d16-3e97-bc8e-a4f6e54fdacb_R/BasicLTI.xml I_9d3130e3-5f83-312c-a1e4-bb37291e2211_1_R/BasicLTI.xml I_9ecdff0e-298d-35f2-a36e-0636703e4d19_1_R/BasicLTI.xml I_9ef96115-0606-3e60-ac46-19e321b4655d_1_R/BasicLTI.xml I_9f29f27a-a8f5-38fb-b688-6de0ab100571_1_R/BasicLTI.xml I_9f4ffadf-3dac-3740-8b02-7336c9cc93f0_R/BasicLTI.xml I_9f51b75f-2135-3355-81c8-6edcf5db4b1c_1_R/BasicLTI.xml I_9f51b75f-2135-3355-81c8-6edcf5db4b1c_2_R/BasicLTI.xml I_9f51b75f-2135-3355-81c8-6edcf5db4b1c_R/BasicLTI.xml I_9faa0be2-e00f-37e7-8d94-c0f19e312ab9_1_R/BasicLTI.xml I_9fc8ba83-69e4-3b05-920e-daaef9e13c61_1_R/BasicLTI.xml I_a044c260-844f-30e3-8777-bcb21da6a1d2_1_R/BasicLTI.xml I_a0ddc687-abe2-3373-a273-c9fad34d9c4e_1_R/BasicLTI.xml I_a0ddc687-abe2-3373-a273-c9fad34d9c4e_3_R/BasicLTI.xml I_a0ddc687-abe2-3373-a273-c9fad34d9c4e_5_R/BasicLTI.xml I_a2190e12-7d95-3ff6-aec2-5175717a5ebd_1_R/BasicLTI.xml I_a228b22d-a57a-33cb-b54f-6dd740bb1dac_R/BasicLTI.xml I_a232e2a7-3353-3bf4-97ff-e0249f82446f_1_R/BasicLTI.xml I_a33a0fd6-e8fa-353d-91ce-4b80ed22d8e1_1_R/BasicLTI.xml I_a33a0fd6-e8fa-353d-91ce-4b80ed22d8e1_3_R/BasicLTI.xml I_a33a0fd6-e8fa-353d-91ce-4b80ed22d8e1_5_R/BasicLTI.xml I_a3817ae8-579e-338f-8d01-729ad6a5d535_1_R/BasicLTI.xml I_a3817ae8-579e-338f-8d01-729ad6a5d535_3_R/BasicLTI.xml I_a393970d-a99d-3e89-b1b8-c0b78b5ca7e6_1_R/BasicLTI.xml I_a42b993f-d2eb-3016-bdfa-3a63661ae809_R/BasicLTI.xml I_a4dedfb0-3959-32f4-9a02-b94db0ddd7c9_R/BasicLTI.xml I_a4edf54c-4927-34df-a05a-b630873a0a85_1_R/BasicLTI.xml I_a4fa0602-15e9-3e7b-adc3-1575212825d2_1_R/BasicLTI.xml I_a4fa0602-15e9-3e7b-adc3-1575212825d2_R/BasicLTI.xml I_a57bbe14-3bbf-35f2-a2ea-f8a0cab6b412_1_R/BasicLTI.xml I_a5998071-b227-366c-9d3c-7a30e656b18e_R/BasicLTI.xml I_a5c77c44-27e7-3cfe-a589-dca5f3e94499_1_R/BasicLTI.xml I_a5c77c44-27e7-3cfe-a589-dca5f3e94499_R/BasicLTI.xml I_a5cc26c4-1105-38ba-b2d2-e5b56be583ba_1_R/BasicLTI.xml I_a5ed63e1-c3bd-32a6-afde-25fc80cdb539_1_R/BasicLTI.xml I_a659f9e2-cf59-39d0-9e95-29194bb33e5f_1_R/BasicLTI.xml I_a6aa1356-12fa-3376-a162-d0d63c1c69fc_1_R/BasicLTI.xml I_a74ac82c-afea-32ad-8af4-d3f5833584a9_1_R/BasicLTI.xml I_a7c998de-3b6e-34d5-842d-86ddf5ac52d1_1_R/BasicLTI.xml I_a7cea760-dc87-304c-bfd9-d4944a31803e_1_R/BasicLTI.xml I_a7cea760-dc87-304c-bfd9-d4944a31803e_R/BasicLTI.xml I_a849e1a6-0b03-31d9-92f6-408152edf2ca_1_R/BasicLTI.xml I_a8557044-3124-32fb-b7f2-bd77514c7e9d_1_R/BasicLTI.xml I_a8557044-3124-32fb-b7f2-bd77514c7e9d_R/BasicLTI.xml I_a8564b36-b6d3-3b14-a0b8-e69f47c8913b_1_R/BasicLTI.xml I_a866285a-892d-35bd-aa8a-81308869934c_1_R/BasicLTI.xml I_a87455ea-85af-3334-b166-35a7e02c4542_1_R/BasicLTI.xml I_a87cfb47-b2a6-3fd9-9946-40d994ad663f_1_R/BasicLTI.xml I_a902e56e-57ef-395e-a76a-d5c8637ce279_1_R/BasicLTI.xml I_a902e56e-57ef-395e-a76a-d5c8637ce279_R/BasicLTI.xml I_a9c03367-3e2c-3561-b83d-dacc98faf6d3_1_R/BasicLTI.xml I_aa28df5d-7bc4-3115-8765-93abdd007377_R/BasicLTI.xml I_aa9c05c5-450f-3adb-9a10-9fadc5d09f47_1_R/BasicLTI.xml I_aadd2c51-ebb3-3496-8404-5d082a0c818f_R/BasicLTI.xml I_ab173863-f810-38a5-a32e-44caefc06df3_1_R/BasicLTI.xml I_ab173863-f810-38a5-a32e-44caefc06df3_2_R/BasicLTI.xml I_ab173863-f810-38a5-a32e-44caefc06df3_R/BasicLTI.xml I_ab65fccc-9f59-36b0-9231-4a86c1f4f130_1_R/BasicLTI.xml I_ac8c7ee0-87ef-31f0-adb5-aacac5bebe39_1_R/BasicLTI.xml I_ac8c7ee0-87ef-31f0-adb5-aacac5bebe39_3_R/BasicLTI.xml I_acb2ba83-8830-36c2-9ba2-b49bfef5db43_1_R/BasicLTI.xml I_acb2ba83-8830-36c2-9ba2-b49bfef5db43_3_R/BasicLTI.xml I_ad31f06c-add6-39ac-8d80-cda6e56247e1_1_R/BasicLTI.xml I_ad3bb89c-114b-330b-8e95-5d6bcbb3c409_1_R/BasicLTI.xml I_ad3bb89c-114b-330b-8e95-5d6bcbb3c409_2_R/BasicLTI.xml I_ad3bb89c-114b-330b-8e95-5d6bcbb3c409_R/BasicLTI.xml I_ad5cb2af-80d1-35f4-9bee-030e11397da1_1_R/BasicLTI.xml I_ad5cb2af-80d1-35f4-9bee-030e11397da1_R/BasicLTI.xml I_ad9eaaca-7773-3ae8-bbd9-ea998995c8cc_R/BasicLTI.xml I_ae17cf39-983b-35e0-a81d-7a7c790bf4fe_R/BasicLTI.xml I_ae7c1c93-368f-3adb-88df-874f5a4a9a2f_1_R/BasicLTI.xml I_aee67e6b-e7d6-306d-aedb-e42b503dbeec_1_R/BasicLTI.xml I_af6738bf-227c-3da7-951e-ad4eae8006da_1_R/BasicLTI.xml I_af6738bf-227c-3da7-951e-ad4eae8006da_R/BasicLTI.xml I_b063d1ad-9318-33e9-ab1e-adf3a7713f20_1_R/BasicLTI.xml I_b0671ec2-2580-397e-8eb8-ec96842b1543_1_R/BasicLTI.xml I_b0671ec2-2580-397e-8eb8-ec96842b1543_R/BasicLTI.xml I_b07cc533-83cf-3ae8-bc80-5a3d2303a441_1_R/BasicLTI.xml I_b12a4ae7-4bf4-3ca8-9f7f-0ddc3e63105f_1_R/BasicLTI.xml I_b12a4ae7-4bf4-3ca8-9f7f-0ddc3e63105f_R/BasicLTI.xml I_b139ce41-02e7-31a5-aadf-29e302429c99_1_R/BasicLTI.xml I_b22d41e0-083b-377c-b9b2-a74ac97abb31_R/BasicLTI.xml I_b291fdc9-64cd-35a3-a3ca-40af5f8da074_R/BasicLTI.xml I_b2c81b64-6797-3bdc-bcce-1b07c368b62e_1_R/BasicLTI.xml I_b2c81b64-6797-3bdc-bcce-1b07c368b62e_R/BasicLTI.xml I_b2e9d190-31cf-379e-ae5f-bd3ce0c467c6_1_R/BasicLTI.xml I_b2e9d190-31cf-379e-ae5f-bd3ce0c467c6_3_R/BasicLTI.xml I_b367bfe9-f17b-347e-b8b6-e02cd9126814_R/BasicLTI.xml I_b370bd1a-a8fd-30bf-a551-7fa68a93c262_1_R/BasicLTI.xml I_b391070a-88d2-3dce-b8ae-8c868b960954_R/BasicLTI.xml I_b3bcedcd-f84e-3752-b9db-05a733fc70fc_R/BasicLTI.xml I_b3fea98e-dc64-3c4b-a69d-33a94a603680_R/BasicLTI.xml I_b41a743e-89ce-3b2d-8245-ecb883e1c68d_1_R/BasicLTI.xml I_b500319d-5921-3396-8ab3-932081142ed2_1_R/BasicLTI.xml I_b500319d-5921-3396-8ab3-932081142ed2_R/BasicLTI.xml I_b5270f79-6d67-3753-8a5f-c7ad8419d660_1_R/BasicLTI.xml I_b5ac0739-2873-3abf-a25f-050b207cec18_1_R/BasicLTI.xml I_b5fde297-47f7-3744-a7f9-12595becfb79_1_R/BasicLTI.xml I_b5fde297-47f7-3744-a7f9-12595becfb79_3_R/BasicLTI.xml I_b60ec569-03ef-39f7-aba5-fbc3b56be009_1_R/BasicLTI.xml I_b6276232-3f3d-3715-8888-3f83c99deb07_1_R/BasicLTI.xml I_b65c8565-89e4-3cfc-90c6-00b0e452fe8e_R/BasicLTI.xml I_b6648257-6ef1-3144-8512-1f6e9854aad4_1_R/BasicLTI.xml I_b6648257-6ef1-3144-8512-1f6e9854aad4_3_R/BasicLTI.xml I_b6aa32f4-a09f-3095-9bab-ef5fb8a31409_R/BasicLTI.xml I_b706938f-4a75-3239-b509-c67f7806b9cc_1_R/BasicLTI.xml I_b706938f-4a75-3239-b509-c67f7806b9cc_3_R/BasicLTI.xml I_b706938f-4a75-3239-b509-c67f7806b9cc_5_R/BasicLTI.xml I_b7129645-2179-39fa-8579-c9fae2f3817f_1_R/BasicLTI.xml I_b774ce21-cefd-375c-a77d-6b4e205b8933_1_R/BasicLTI.xml I_b7cfa716-3423-3393-a475-750a6874a4be_1_R/BasicLTI.xml I_b8856b66-ce6a-315f-af2e-ce84f4139357_1_R/BasicLTI.xml I_b8ab0d8c-2247-3443-aed0-dffd8819230d_R/BasicLTI.xml I_b8fe5c89-2958-3dd2-b250-4d4d44e6f0f5_1_R/BasicLTI.xml I_b99093d9-d6c2-3806-8d86-24008bb4d2b8_1_R/BasicLTI.xml I_b99093d9-d6c2-3806-8d86-24008bb4d2b8_3_R/BasicLTI.xml I_b99093d9-d6c2-3806-8d86-24008bb4d2b8_5_R/BasicLTI.xml I_b9aac8b4-572b-34ae-9e46-8e389fdcea5e_R/BasicLTI.xml I_ba051589-cf31-3fef-939d-a80bb42015bc_1_R/BasicLTI.xml I_ba051589-cf31-3fef-939d-a80bb42015bc_R/BasicLTI.xml I_ba22c984-9ea8-323d-b8d1-01d0643348d0_R/BasicLTI.xml I_ba969e3b-57d4-3765-8f63-5461b8c907f5_1_R/BasicLTI.xml I_ba969e3b-57d4-3765-8f63-5461b8c907f5_3_R/BasicLTI.xml I_ba99975a-a0be-35a2-b022-342fe8cd6be3_R/BasicLTI.xml I_bb7bb5b6-0a0d-3fec-93b8-79829997a513_R/BasicLTI.xml I_bbe49e20-0939-33a4-86be-5e403dac7c68_1_R/BasicLTI.xml I_bbe49e20-0939-33a4-86be-5e403dac7c68_R/BasicLTI.xml I_bcdd2944-4575-36d7-8e5b-7365f7190e19_1_R/BasicLTI.xml I_bcffe88d-38db-386f-8c5c-cc61ba9a85e6_R/BasicLTI.xml I_bd093a63-eb0b-3c20-be76-d8914f827637_1_R/BasicLTI.xml I_be1f96a7-7578-388a-b5e8-e84bc3c92bf7_1_R/BasicLTI.xml I_be530dc4-692a-3a20-86f6-af0dc7cfbebd_1_R/BasicLTI.xml I_be7f18c0-4d3b-3187-8279-baf6d0b94178_R/BasicLTI.xml I_be9fcdc1-5ec9-3a4b-975f-4ab1011ca3d1_1_R/BasicLTI.xml I_bea4d8ae-9228-34d1-962d-75b10e45ae2b_1_R/BasicLTI.xml I_bea4d8ae-9228-34d1-962d-75b10e45ae2b_3_R/BasicLTI.xml I_bea4d8ae-9228-34d1-962d-75b10e45ae2b_5_R/BasicLTI.xml I_bf3b979d-b628-3f74-920e-97494c752fdd_1_R/BasicLTI.xml I_bf47a4ff-a61d-3695-b666-6fc1adf807ea_1_R/BasicLTI.xml I_bf4ccb29-98e7-3755-bc03-590737d78d25_1_R/BasicLTI.xml I_bf4f3a91-6d77-3de6-9984-7a0f91894e69_1_R/BasicLTI.xml I_bfb54829-0f66-3ea8-bb26-580b036d8c01_1_R/BasicLTI.xml I_bfd515a8-aa3d-30e6-a701-63bd9f1687e6_1_R/BasicLTI.xml I_bfd515a8-aa3d-30e6-a701-63bd9f1687e6_R/BasicLTI.xml I_bff45ae8-bb47-3074-8b30-4eb3f5ef7318_1_R/BasicLTI.xml I_bff45ae8-bb47-3074-8b30-4eb3f5ef7318_3_R/BasicLTI.xml I_c13ed0fd-8a4e-3055-811e-f35cda9470f6_1_R/BasicLTI.xml I_c1464f89-1a3d-3241-9aae-f1aaee7a7353_R/BasicLTI.xml I_c21d75ab-7af9-385f-a849-04853e2a6b79_1_R/BasicLTI.xml I_c21e9b22-284e-3a4b-9f4f-f326d08ae6db_1_R/BasicLTI.xml I_c29e83bf-c5d6-3800-b11d-61505ba332c3_1_R/BasicLTI.xml I_c2cb1520-260d-389b-89e0-1925674c2f1c_1_R/BasicLTI.xml I_c2cb1520-260d-389b-89e0-1925674c2f1c_2_R/BasicLTI.xml I_c2cb1520-260d-389b-89e0-1925674c2f1c_R/BasicLTI.xml I_c3c470e0-2165-3a55-906a-4f992848e7f3_1_R/BasicLTI.xml I_c401a45f-d1a7-371d-9064-5d1d035fe00e_1_R/BasicLTI.xml I_c41b0d50-fdce-3a48-ae2f-f0659e71bb24_1_R/BasicLTI.xml I_c437c295-7357-34e5-9469-e671a5d0d66f_1_R/BasicLTI.xml I_c44be805-a590-340c-98ee-0cf1e98ca30e_1_R/BasicLTI.xml I_c47de5ab-5060-3af1-a3ca-3fe9f1a03100_1_R/BasicLTI.xml I_c47de5ab-5060-3af1-a3ca-3fe9f1a03100_R/BasicLTI.xml I_c4dd725f-dbfc-314a-a06b-34f743536f83_1_R/BasicLTI.xml I_c4dd725f-dbfc-314a-a06b-34f743536f83_3_R/BasicLTI.xml I_c4dd725f-dbfc-314a-a06b-34f743536f83_5_R/BasicLTI.xml I_c4e4d479-d2d7-3a29-ae99-398fa5c8cba6_1_R/BasicLTI.xml I_c53282bc-798a-3e1f-b4aa-2cac2613c31b_1_R/BasicLTI.xml I_c53282bc-798a-3e1f-b4aa-2cac2613c31b_3_R/BasicLTI.xml I_c5e29418-8e4c-35d5-b1b2-45e708e08c4a_1_R/BasicLTI.xml I_c622948d-7633-3265-b3e0-8211c90e27ae_1_R/BasicLTI.xml I_c6563e4c-2614-3b89-b9a5-6b7f9d359191_1_R/BasicLTI.xml I_c680f9dd-43e7-3cd0-8103-06cf77635eff_1_R/BasicLTI.xml I_c7010b10-1630-3135-8614-d754acfff2a8_R/BasicLTI.xml I_c824594a-7ae2-3c93-b5df-cf80ced06d39_1_R/BasicLTI.xml I_c8582a61-0103-39ef-ad8b-06665d2298c1_1_R/BasicLTI.xml I_c860d5a7-ffa3-3544-9387-e2c35901de5b_1_R/BasicLTI.xml I_c86cbac0-841e-3b3e-ab24-4a72e0ea3307_R/BasicLTI.xml I_c8ad8da0-c466-3fa1-99d8-41b9fcb90a15_R/BasicLTI.xml I_c91a3214-affc-3244-8755-b1ec00a51ad0_1_R/BasicLTI.xml I_c995434b-4d95-31a6-b721-be8415b81eb5_R/BasicLTI.xml I_ca01c9ad-b16c-32af-bf58-378d387d3eed_R/BasicLTI.xml I_ca0e73f3-e5e1-32d8-9039-2c43eddeeb9a_1_R/BasicLTI.xml I_ca1688ae-5d8e-31c3-909e-c964914a0d50_1_R/BasicLTI.xml I_ca661a02-2da0-3d5d-ac89-44795c258873_1_R/BasicLTI.xml I_ca661a02-2da0-3d5d-ac89-44795c258873_3_R/BasicLTI.xml I_ca661a02-2da0-3d5d-ac89-44795c258873_5_R/BasicLTI.xml I_cb1aaec6-2ec3-33b0-b5c8-cdbbaef46fe4_1_R/BasicLTI.xml I_cb1aaec6-2ec3-33b0-b5c8-cdbbaef46fe4_2_R/BasicLTI.xml I_cb1aaec6-2ec3-33b0-b5c8-cdbbaef46fe4_R/BasicLTI.xml I_cb2b458b-4daa-3270-811f-ac5541e39b32_1_R/BasicLTI.xml I_cbd2baf6-8906-32bc-bac7-db4041ea29b7_R/BasicLTI.xml I_cbd759ca-454a-332d-9b98-4e74b75f5fda_R/BasicLTI.xml I_cc84e94e-2eaa-30d9-b10c-13b4dc26f8a8_R/BasicLTI.xml I_cc89a446-3dd9-3bc0-b284-2b7685afd621_R/BasicLTI.xml I_cc9e2179-54cb-3722-9607-30ce81d5874f_1_R/BasicLTI.xml I_cd053c65-464f-3a2e-b37d-0584f2c75d62_1_R/BasicLTI.xml I_cd30b014-e6ad-32e1-8efa-2e4aaaf9d324_R/BasicLTI.xml I_cdca5237-453e-380c-b752-7375018adfd5_1_R/BasicLTI.xml I_cdfe48e7-e80c-36d7-8836-315cb71d16a7_1_R/BasicLTI.xml I_cea5f897-b0b9-3999-a408-b6f066e9a17c_1_R/BasicLTI.xml I_cea5f897-b0b9-3999-a408-b6f066e9a17c_2_R/BasicLTI.xml I_cea5f897-b0b9-3999-a408-b6f066e9a17c_R/BasicLTI.xml I_ceb68af2-c8be-3563-95a9-a9aec65ae0b9_R/BasicLTI.xml I_cf466233-33a3-322d-a45f-df17d666c8e1_1_R/BasicLTI.xml I_cf466233-33a3-322d-a45f-df17d666c8e1_3_R/BasicLTI.xml I_cf466233-33a3-322d-a45f-df17d666c8e1_5_R/BasicLTI.xml I_cfd5e425-d060-3369-a673-3b8bf20dcfa8_R/BasicLTI.xml I_d008d884-0c25-3a85-b72b-04506412d8b4_1_R/BasicLTI.xml I_d07b5d75-0073-3d20-94f1-87936eaec970_1_R/BasicLTI.xml I_d0a40e30-df34-3da6-ae07-4ccb2d756bff_R/BasicLTI.xml I_d0ad198d-f6e1-3b06-9f73-5bc3f5167ba2_1_R/BasicLTI.xml I_d0fb4a4f-c4fb-3241-a07b-1cc974398d9a_1_R/BasicLTI.xml I_d0fb4a4f-c4fb-3241-a07b-1cc974398d9a_2_R/BasicLTI.xml I_d0fb4a4f-c4fb-3241-a07b-1cc974398d9a_R/BasicLTI.xml I_d102be2e-bcc8-3866-817b-89c222f48df5_1_R/BasicLTI.xml I_d102be2e-bcc8-3866-817b-89c222f48df5_R/BasicLTI.xml I_d1127df8-74ff-367c-a2ad-639266b7fcb4_1_R/BasicLTI.xml I_d1127df8-74ff-367c-a2ad-639266b7fcb4_2_R/BasicLTI.xml I_d1127df8-74ff-367c-a2ad-639266b7fcb4_R/BasicLTI.xml I_d11962a4-13a9-3833-bc54-8832e612d7ab_1_R/BasicLTI.xml I_d1ef12f9-4481-37b2-8d50-bc370a1fac2c_R/BasicLTI.xml I_d276fb2c-f751-32e6-8619-bb67cf5bf27c_1_R/BasicLTI.xml I_d327b74b-4847-36f3-aafc-b20619422aca_1_R/BasicLTI.xml I_d327c02f-be79-3bc1-9fa2-62946a3e10a8_1_R/BasicLTI.xml I_d32ebec0-eabc-36dc-8498-5dfa7e50724d_1_R/BasicLTI.xml I_d372bd23-bc1b-333f-8877-6552285599c7_1_R/BasicLTI.xml I_d38d06e4-3dc1-3a6d-a725-2af7ed7f181e_R/BasicLTI.xml I_d3fd5764-3a73-3fa4-aafc-1cd36a55a954_R/BasicLTI.xml I_d44e394c-0fc7-3aeb-86c0-0608b2f43eb5_1_R/BasicLTI.xml I_d44e394c-0fc7-3aeb-86c0-0608b2f43eb5_3_R/BasicLTI.xml I_d5023a7a-e3f9-3b78-ab03-3c6b4fffde9d_1_R/BasicLTI.xml I_d54a4cb0-0c47-30cc-b2f2-1578613cdc91_1_R/BasicLTI.xml I_d5749b95-2106-3cd8-8201-364b48ad548e_1_R/BasicLTI.xml I_d5749b95-2106-3cd8-8201-364b48ad548e_3_R/BasicLTI.xml I_d5749b95-2106-3cd8-8201-364b48ad548e_5_R/BasicLTI.xml I_d5ae62d3-c665-3750-9a26-5365b347794f_1_R/BasicLTI.xml I_d5e4ee34-0468-3450-8b09-6c6ef3a5f31b_R/BasicLTI.xml I_d6447075-e5ed-380c-b428-3eeafa6a12d7_1_R/BasicLTI.xml I_d6447075-e5ed-380c-b428-3eeafa6a12d7_3_R/BasicLTI.xml I_d6447075-e5ed-380c-b428-3eeafa6a12d7_5_R/BasicLTI.xml I_d6cd9f48-0e53-3ceb-9b93-c1e01dc79773_1_R/BasicLTI.xml I_d6e04260-31c0-3f71-831d-b4a3edeb1167_1_R/BasicLTI.xml I_d6e04260-31c0-3f71-831d-b4a3edeb1167_R/BasicLTI.xml I_d70dc1d3-2d6b-3f81-a4a6-8ef11f96c323_R/BasicLTI.xml I_d74e85d0-c081-30af-911a-5947675b59ae_1_R/BasicLTI.xml I_d74e85d0-c081-30af-911a-5947675b59ae_R/BasicLTI.xml I_d78ccc71-29f0-32ba-848e-ac3e58ec5b92_1_R/BasicLTI.xml I_d7b9ef44-f840-304d-abd1-fab06356cc70_1_R/BasicLTI.xml I_d7b9ef44-f840-304d-abd1-fab06356cc70_3_R/BasicLTI.xml I_d7b9ef44-f840-304d-abd1-fab06356cc70_5_R/BasicLTI.xml I_d8035983-8436-3516-b148-8929358de72f_R/BasicLTI.xml I_d850f9b5-9b13-3d1b-bdc3-e4c59d931e52_1_R/BasicLTI.xml I_d851efe5-dd21-3c87-8b63-d855c0f08c2a_1_R/BasicLTI.xml I_d851efe5-dd21-3c87-8b63-d855c0f08c2a_2_R/BasicLTI.xml I_d851efe5-dd21-3c87-8b63-d855c0f08c2a_R/BasicLTI.xml I_d89eb821-1010-38df-b281-ecb660246182_1_R/BasicLTI.xml I_d8ef5bc2-575e-3121-8be9-17b757fc3183_1_R/BasicLTI.xml I_d8ef5bc2-575e-3121-8be9-17b757fc3183_2_R/BasicLTI.xml I_d8ef5bc2-575e-3121-8be9-17b757fc3183_R/BasicLTI.xml I_d9dd7446-925e-3089-9a20-ff8081ea31f9_1_R/BasicLTI.xml I_d9dd7446-925e-3089-9a20-ff8081ea31f9_3_R/BasicLTI.xml I_da10a049-21a6-3a1d-b877-f108eafdce34_1_R/BasicLTI.xml I_da10a049-21a6-3a1d-b877-f108eafdce34_R/BasicLTI.xml I_da793b23-9b13-3ac8-bc81-f285c7d0d488_R/BasicLTI.xml I_daa94777-495d-3b6b-a8ac-08318d45292a_R/BasicLTI.xml I_dacf9bb2-a313-3c4f-a281-52a8a08ba268_1_R/BasicLTI.xml I_dacf9bb2-a313-3c4f-a281-52a8a08ba268_R/BasicLTI.xml I_dad53842-5589-3331-b8f8-ef1cfcbf6fae_1_R/BasicLTI.xml I_db6cb78f-ecd0-35c1-8929-2b2782d90a03_1_R/BasicLTI.xml I_db6cb78f-ecd0-35c1-8929-2b2782d90a03_3_R/BasicLTI.xml I_db6cb78f-ecd0-35c1-8929-2b2782d90a03_5_R/BasicLTI.xml I_dbad9745-49a1-3607-9cae-a5d4eaa201e5_1_R/BasicLTI.xml I_dbe14592-e1ff-3e92-b194-c2e41d7e71a5_1_R/BasicLTI.xml I_dbeaa842-30ea-3f04-9f6c-6ff0edbec1fc_1_R/BasicLTI.xml I_dc886653-a727-3e0c-850c-596b4b07dea5_1_R/BasicLTI.xml I_dcb1a1bf-6c46-33fd-9542-4ebacee938e0_1_R/BasicLTI.xml I_dd02e428-0dbb-3a2a-8b63-69179ff7017f_1_R/BasicLTI.xml I_dd4fdcd7-9cd7-30c1-b6af-400f1591d802_1_R/BasicLTI.xml I_dde5700e-feda-3efe-ab18-955eeb805041_R/BasicLTI.xml I_dde80879-ed9a-3096-a338-7e86530d3cd4_1_R/BasicLTI.xml I_de8beb46-b89b-3661-a461-f96011909f3f_R/BasicLTI.xml I_df49c09a-e70c-37d7-a01d-4ad67589f065_1_R/BasicLTI.xml I_df90da9e-de36-38ae-8b8d-e21800fb8244_1_R/BasicLTI.xml I_dfc618c9-24d4-34d4-a516-37a8ac0beb53_1_R/BasicLTI.xml I_dfc618c9-24d4-34d4-a516-37a8ac0beb53_R/BasicLTI.xml I_dffba4db-2df5-31e0-8755-7ae20a5f92ed_1_R/BasicLTI.xml I_e05052f8-03fd-3d06-a042-4edfd84d6e05_1_R/BasicLTI.xml I_e0aae32d-887a-3d9f-bdd6-2cc60e3d0d2e_R/BasicLTI.xml I_e0b00053-f9a1-34cf-8e5d-a5f77395bbe7_1_R/BasicLTI.xml I_e0e3c8cb-bd34-3ba5-ac43-b2d4af137905_R/BasicLTI.xml I_e13a4f17-5128-35fc-bfd7-350c5455735f_1_R/BasicLTI.xml I_e18a39da-a528-3976-8359-e5aaeeb2af45_1_R/BasicLTI.xml I_e1a521d8-f71c-346a-917f-3bcf067a54f6_1_R/BasicLTI.xml I_e223263e-21f0-3e57-b5f0-cbcdbfe3bb93_1_R/BasicLTI.xml I_e3114100-7585-311a-a0e8-f2e086b1edc8_R/BasicLTI.xml I_e32656db-ec8a-3e53-8b26-ad724ef50510_R/BasicLTI.xml I_e3ae8609-58a1-3e18-ba42-46a74e3ff2d1_1_R/BasicLTI.xml I_e3ae8609-58a1-3e18-ba42-46a74e3ff2d1_3_R/BasicLTI.xml I_e3c5038e-a3cf-3355-80cf-c87b435cbf95_1_R/BasicLTI.xml I_e49e33b2-6a3b-3eb3-ba5d-df45e6ea6747_1_R/BasicLTI.xml I_e515595c-6813-39ca-929f-d5eb866e12d3_1_R/BasicLTI.xml I_e51996c9-6f41-3c6e-aa2b-1b7363a02add_1_R/BasicLTI.xml I_e6307421-415b-3032-9e82-ec9b30b114b0_1_R/BasicLTI.xml I_e6871fb5-e6dc-3720-bd4f-18155545b5d0_1_R/BasicLTI.xml I_e6871fb5-e6dc-3720-bd4f-18155545b5d0_R/BasicLTI.xml I_e68eb754-bd84-3abd-8676-eeedcd67499c_1_R/BasicLTI.xml I_e6c50a1c-dc6a-3492-b48f-68c227d9147d_1_R/BasicLTI.xml I_e6c50a1c-dc6a-3492-b48f-68c227d9147d_3_R/BasicLTI.xml I_e6c8b993-2ada-303f-be6c-6261ddc02d43_R/BasicLTI.xml I_e70210ed-073a-35a3-a388-bfa3cae27198_1_R/BasicLTI.xml I_e708b510-78e7-34d3-81ff-a960319327d7_R/BasicLTI.xml I_e807280d-4647-3e6f-8022-e70ea71dfeaf_1_R/BasicLTI.xml I_e84460a2-c1b9-3eb1-b6fa-651142ac8f91_1_R/BasicLTI.xml I_e8574cbc-9750-368c-b26f-64c13cc3fd33_1_R/BasicLTI.xml I_e8e37d0e-af9e-3415-92f6-9004d170dfe4_1_R/BasicLTI.xml I_e9419754-03d8-34c6-baf3-1583e99ee337_R/BasicLTI.xml I_e94826d4-a72a-355b-bdf9-7c6f9f24ae24_R/BasicLTI.xml I_e983b12f-390b-381b-82d3-ff659a19e8b0_1_R/BasicLTI.xml I_e9c6daf8-5b2a-38af-90fc-7faea6d438a0_1_R/BasicLTI.xml I_ea2a2fd0-dc8e-3f0e-97af-4e4e9bf1be6a_1_R/BasicLTI.xml I_ea2a2fd0-dc8e-3f0e-97af-4e4e9bf1be6a_2_R/BasicLTI.xml I_ea2a2fd0-dc8e-3f0e-97af-4e4e9bf1be6a_R/BasicLTI.xml I_ea836fb8-99e0-3fd3-a90f-7bfcba780eff_R/BasicLTI.xml I_eac46282-6d22-3cbe-9329-64795adef08e_1_R/BasicLTI.xml I_eadb6ad4-5416-3c8e-bd4d-3bb7b10266c9_1_R/BasicLTI.xml I_eb832a78-e642-3881-abd8-c07d6c131377_R/BasicLTI.xml I_ec4b17c1-44bf-3986-8709-3587d3dcd438_1_R/BasicLTI.xml I_ed289a26-0179-370e-9b8c-fdbf7e913fc9_1_R/BasicLTI.xml I_ed29218e-22a2-38dc-80c7-dc91381b24b7_1_R/BasicLTI.xml I_ed7aecbb-52d0-3173-89b7-be33ecc4351f_R/BasicLTI.xml I_edaebe0a-0bb8-3f6f-b695-65a00cc3acde_1_R/BasicLTI.xml I_edaebe0a-0bb8-3f6f-b695-65a00cc3acde_R/BasicLTI.xml I_edbcd42e-71fc-32b4-8231-2d9bc89b1bee_R/BasicLTI.xml I_edfa53c8-7f18-3ff4-bdd2-513047b9282b_1_R/BasicLTI.xml I_edfa53c8-7f18-3ff4-bdd2-513047b9282b_R/BasicLTI.xml I_ee28e711-5ec0-31a6-bbee-363ec53c648a_1_R/BasicLTI.xml I_ee46c67d-51c5-3d5e-9157-e8f06c77326c_1_R/BasicLTI.xml I_ee49e752-d296-3839-9af7-e5c0fcf47933_1_R/BasicLTI.xml I_ee78fa9b-eecb-31b2-bc8c-abb6b9b87cd8_R/BasicLTI.xml I_eeb68255-b3dc-30c8-a722-088f0ebcc3b8_1_R/BasicLTI.xml I_ef243709-0f11-37fb-82c3-c2c0e97a1258_1_R/BasicLTI.xml I_ef243709-0f11-37fb-82c3-c2c0e97a1258_3_R/BasicLTI.xml I_ef4f8eda-04f8-307b-b98b-739b6b6800b1_1_R/BasicLTI.xml I_ef77abbe-b0f5-3876-a512-13baac450021_1_R/BasicLTI.xml I_efe8b686-e91a-39b1-aca1-7dc6470c290e_1_R/BasicLTI.xml I_f022b81c-c504-36e1-ae86-c57e844ab9f8_1_R/BasicLTI.xml I_f022b81c-c504-36e1-ae86-c57e844ab9f8_2_R/BasicLTI.xml I_f022b81c-c504-36e1-ae86-c57e844ab9f8_R/BasicLTI.xml I_f0c7de5e-117c-36f1-9ba3-da4ccff42b60_1_R/BasicLTI.xml I_f1c385b5-66b7-3a54-83cc-9c72ee574609_R/BasicLTI.xml I_f213f75a-c93a-37d1-bdbe-03ec4a9dc524_1_R/BasicLTI.xml I_f28a254e-189b-3730-b9e5-7e73cad8d762_1_R/BasicLTI.xml I_f28a254e-189b-3730-b9e5-7e73cad8d762_R/BasicLTI.xml I_f2c00889-4954-33bc-ab45-9a7fcb1b0de3_1_R/BasicLTI.xml I_f337ba8a-5cb1-3b33-b0db-27a75f5fce08_1_R/BasicLTI.xml I_f36ff131-2fc8-3c2c-8ed6-b7f0a568107a_1_R/BasicLTI.xml I_f370ee6a-daff-3b36-8e3c-a4748aa56d8b_1_R/BasicLTI.xml I_f370ee6a-daff-3b36-8e3c-a4748aa56d8b_3_R/BasicLTI.xml I_f37d73c1-417f-3393-9279-82697e2188d2_1_R/BasicLTI.xml I_f40817d1-d1ec-397c-b1bc-b77f8068019b_1_R/BasicLTI.xml I_f435f494-f6cd-31e9-ba66-5db73698a770_1_R/BasicLTI.xml I_f435f494-f6cd-31e9-ba66-5db73698a770_3_R/BasicLTI.xml I_f4820dbd-93b7-34f0-a6f7-26054323d6d9_1_R/BasicLTI.xml I_f4820dbd-93b7-34f0-a6f7-26054323d6d9_R/BasicLTI.xml I_f530e7f5-4a02-3aaa-891a-2ba9224a3514_1_R/BasicLTI.xml I_f532d14c-c79f-32da-80bb-c5147d49b9ac_1_R/BasicLTI.xml I_f61a691d-0165-3260-a179-d98349ad823d_1_R/BasicLTI.xml I_f631552d-0aaa-3712-9f4c-3eab1e868ac5_1_R/BasicLTI.xml I_f77804e2-63f4-334e-a146-0a03a15dd821_1_R/BasicLTI.xml I_f77804e2-63f4-334e-a146-0a03a15dd821_R/BasicLTI.xml I_f79460cc-00dd-36f5-b983-b50098d1a77a_1_R/BasicLTI.xml I_f7a44da3-d216-3789-9281-05fe4b76b01e_1_R/BasicLTI.xml I_f7ec780d-33e2-36e0-a754-d5f36086da05_R/BasicLTI.xml I_f88746ff-bf33-39ca-adc7-abb8eaf463a8_1_R/BasicLTI.xml I_f89e6def-e96c-39cb-b8ca-dd0af5304a30_1_R/BasicLTI.xml I_f89e6def-e96c-39cb-b8ca-dd0af5304a30_3_R/BasicLTI.xml I_f94044be-a26e-3358-938f-bbdbaa6e4714_1_R/BasicLTI.xml I_fad43eeb-abc1-3c45-b531-89d0c4d29858_1_R/BasicLTI.xml I_fb0061c3-da5f-3da6-976a-bfcda372c52b_1_R/BasicLTI.xml I_fb1fe36e-1047-33a7-9567-348cd06569c7_1_R/BasicLTI.xml I_fb3a188d-a9ae-3fb5-a58f-234ed97929da_R/BasicLTI.xml I_fb4f9aed-c21d-3ad0-a969-e4fd3c51352a_1_R/BasicLTI.xml I_fb4f9aed-c21d-3ad0-a969-e4fd3c51352a_3_R/BasicLTI.xml I_fb8eb32c-5720-3c75-802f-920784b7e187_1_R/BasicLTI.xml I_fb8eb32c-5720-3c75-802f-920784b7e187_2_R/BasicLTI.xml I_fb8eb32c-5720-3c75-802f-920784b7e187_R/BasicLTI.xml I_fbab6a9e-f8f5-3e41-91e7-8781df871dbe_1_R/BasicLTI.xml I_fbab6a9e-f8f5-3e41-91e7-8781df871dbe_3_R/BasicLTI.xml I_fc03c489-9ca3-3b6f-9665-c4f58f7d2530_1_R/BasicLTI.xml I_fc03c489-9ca3-3b6f-9665-c4f58f7d2530_2_R/BasicLTI.xml I_fc03c489-9ca3-3b6f-9665-c4f58f7d2530_R/BasicLTI.xml I_fc1d8c08-fe3f-3637-b735-fa0f27351c37_R/BasicLTI.xml I_fc80ddfa-c64e-3c36-b2fd-9ddd428a10ca_1_R/BasicLTI.xml I_fcd2526b-711e-3f0d-a6c2-c79d0836613d_1_R/BasicLTI.xml I_fcd2526b-711e-3f0d-a6c2-c79d0836613d_3_R/BasicLTI.xml I_fcd2526b-711e-3f0d-a6c2-c79d0836613d_5_R/BasicLTI.xml I_fdaf7557-a2f5-3be8-a243-01592cfe9a86_R/BasicLTI.xml I_fdb0aabb-6c01-3b9e-b5a2-98eefef8e738_1_R/BasicLTI.xml I_fdd15463-be66-3ae6-89d2-499dd80a6584_R/BasicLTI.xml I_fea18e27-9ad2-394e-b9eb-4fa9a72088c7_1_R/BasicLTI.xml I_fefe039b-bcd3-3f9c-b3b2-908f45e22ca0_1_R/BasicLTI.xml I_fefe039b-bcd3-3f9c-b3b2-908f45e22ca0_3_R/BasicLTI.xml I_fefe039b-bcd3-3f9c-b3b2-908f45e22ca0_5_R/BasicLTI.xml I_ff766907-402f-3c95-bddd-7eb3b7156d78_1_R/BasicLTI.xml I_ff766907-402f-3c95-bddd-7eb3b7156d78_R/BasicLTI.xml I_ffb4b216-257b-3a84-b2fc-a81066dc7975_1_R/BasicLTI.xml I_ffb4b216-257b-3a84-b2fc-a81066dc7975_R/BasicLTI.xml Title: Elevate Science Grade 1 Navigating Your Digital Course Elevate Science Grade 1 Student Digital Book Sound Topic Launch: Sound eText: Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Kickoff eText: Sending Sound Messages Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Kickoff: Sending Sound Messages Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Checklist: Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Rubric: Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. eText: Draw Conclusions uConnect Lab eText: How can a ruler make a sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. túConectas: Lab: ¿Cómo puedes hacer que una regla haga un sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uConnect Lab: How can a ruler make a sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Song: Listen to the Sounds! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Coloring Activity: Listen to the Sounds! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Structure and Function Enrichment: Tuning the Orchestra Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Describe Sound Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Describe Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Video: Describe Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns uInvestigate Lab eText: How does size affect sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. túInvestigas: Lab: ¿Cómo afecta el tamaño al sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. uInvestigate Lab: How does size affect sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Synthesize Interactivity: The Sound of Sounds Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Demonstrate Quest Check-In etext: Sounds of the World Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Editable Quiz: Describe Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Prueba para editar: Describir el sonido Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Quiz: Describe Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Enrichment: Sounds from a Music Box Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Make Sound Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Make Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Video: Make Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns uInvestigate Lab eText: How can you see sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. túInvestigas: Lab: ¿Cómo puedes ver el sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uInvestigate Lab: How can you see sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Synthesize Interactivity: Length and Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Quest Check-In: How can instruments talk? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Demonstrate Editable Quiz: Make Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Prueba para editar: Producir sonido Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Quiz: Make Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Enrichment: What Music Means Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Uses of Sound Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Uses of Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations collaboratively to produce evidence to answer a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Video: Uses of Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* uInvestigate Lab eText: What does that sound say? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* túInvestigas: Lab: ¿Qué dice ese sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* uInvestigate Lab: What does that sound say? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Synthesize Interactivity: Sending Sounds to Communicate Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* uEngineer It! eText: Alert! Alert! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* uEngineer It! Interactivity: Notify the Residents! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Demonstrate eText: Quest Check-In Lab: How can an instrument send a secret? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Misión Control: Lab: ¿Cómo puede un instrumento enviar un secreto? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Quest Check-In Lab: How can an instrument send a secret? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Editable Quiz: Uses of Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Simple tests can be designed to gather evidence to support or refute student ideas about causes. Prueba para editar: Los usos del sonido Curriculum Standards: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Quiz: Uses of Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Simple tests can be designed to gather evidence to support or refute student ideas about causes. Topic Close: Sound eText: Extreme Science: Echolocation Quest Findings eText: Sending Sound Messages Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Findings: Sending Sound Messages Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. eText: Career Connection: Orchestra Conductor eText Test: Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Editable Test: Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Examen para editar: El sonido Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Test: Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. uDemonstrate Lab eText: Which instrument can you use to make a sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. túDemuestras: Lab: ¿Qué instrumentos puedes usar para hacer sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. uDemonstrate Lab: Which instrument can you use to make a sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Light Topic Launch: Light eText: Light Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Kickoff eText: Help Send a Message Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Kickoff: Help Send a Message Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Checklist: Help Send a Message Quest Rubric: Help Send a Message eText: Cause and Effect uConnect Lab eText: What do you need to see objects? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. túConectas: Lab: ¿Qué necesitas para ver objetos? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. uConnect Lab: What do you need to see objects? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Enrichment: What Music Means Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Observe Light Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Observe Light Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Video: Observe Light Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab eText: What happens when an object blocks light? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. túInvestigas: Lab: ¿Qué pasa cuando un objeto tapa la luz? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab Placemat: What happens when an object blocks light? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab: What happens when an object blocks light? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Synthesize Interactivity: Light Helps Us See Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Demonstrate Quest Check-In: Give off Light Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Editable Quiz: Observe Light Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Prueba para editar: Observar la luz Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Quiz: Observe Light Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Enrichment: Tinted Windows Light and Matter Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Light and Matter Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Video: Light and Matter Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. uInvestigate Lab eText: How do materials affect light? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. túInvestigas: Lab: ¿Cómo afectan la luz los materiales? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uInvestigate Lab: How do materials affect light? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Synthesize Interactivity: Shine Light on Matter Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Quest Check-In: Materials for a Light Signal Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uEngineer It! eText: Windshield Safety Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uEngineer It! Interactivity: Ask Questions about Materials and Light Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Demonstrate Editable Quiz: Light and Matter Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Prueba para editar: La luz y la materia Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Quiz: Light and Matter Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Enrichment: Using Starlight Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Uses of Light Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Uses of Light Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Video: Uses of Light Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. uInvestigate Lab eText: How can you use light to see? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. túInvestigas: Lab: ¿Cómo puedes usar la luz para ver? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. uInvestigate Lab: How can you use light to see? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Synthesize Interactivity: Light Keeps Us Safe Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Demonstrate eText: Quest Check-In Lab: How can you send secret messages? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Misión Control: Lab: ¿Cómo puedes enviar mensajes secretos? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Quest Check-In Lab: How can you send secret messages? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Editable Quiz: Uses of Light Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Prueba para editar: Los usos de la luz Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Quiz: Uses of Light Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Topic Close: Light eText: Solve it with Science: How can you see what is behind you? Quest Findings eText: Help Send a Message Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Findings: Help Send a Message Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. eText: Career Connection: Game Designer eText Test: Light Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Editable Test: Light Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Asking Questions and Defining Problems Patterns Science investigations begin with a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Science investigations begin with a question. Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Examen para editar: La luz Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Test: Light Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions 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. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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) 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. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Objects can be seen if light is available to illuminate them or if they give off their own light. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Cause and Effect Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Science investigations begin with a question. Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Scientists use different ways to study the world. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uDemonstrate Lab eText: How can I change a transparent material? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. túDemuestras: Lab: ¿Cómo puedo cambiar un material transparente? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. uDemonstrate Lab: How can I change a transparent material? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Sky and Earth Topic Launch: Sky and Earth eText: Sky and Earth Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Quest Kickoff eText: Sky Watchers Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Quest Kickoff: Sky Watchers Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Quest Checklist: Sky and Earth Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Quest Rubric: Sky and Earth Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. eText: Picture Clues uConnect Lab eText: Which way will it point? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. túConectas: Lab: ¿Hacia dónde apuntará? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. uConnect Lab: Which way will it point? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Song: "The Sun" Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Coloring Activity: "The Sun" Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Enrichment: Life in Space Observe the Sky Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Observe the Sky Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Video: Observe the Sky Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uInvestigate Lab eText: Why is it hard to see stars during the day? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Using Mathematics and Computational Thinking Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. túInvestigas: Lab: ¿Por qué es difícil ver las estrellas de día? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Using Mathematics and Computational Thinking Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab: Why is it hard to see stars during the day? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Using Mathematics and Computational Thinking Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Synthesize Interactivity: The Day Sky Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Demonstrate Editable Quiz: Observe the Sky Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Prueba para editar: Observar el cielo Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Quiz: Observe the Sky Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Enrichment: United States Time Zones Patterns in the Sky Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Patterns in the Sky Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Video: Patterns in the Sky Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab eText: How can you observe sun patterns? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. túInvestigas: Lab: ¿Cómo puedes observar los patrones del Sol? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab: How can you observe sun patterns? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Synthesize Interactivity: Patterns in the Night Sky Demonstrate Editable Quiz: Patterns in the Sky Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Prueba para editar: Los patrones en el cielo Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Patterns Quiz: Patterns in the Sky Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Enrichment: Shadows and Seasons Daylight Changes and Seasons Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Daylight Changes and Seasons Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Plan and conduct investigations collaboratively to produce evidence to answer a question. Video: Daylight Changes and Seasons Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab eText: How does the sun cause seasons? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. túInvestigas: Lab: ¿Cómo causa el Sol las estaciones? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab Placemat: How does the sun cause seasons? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab: How does the sun cause seasons? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. Synthesize Interactivity: Seasons Around the World Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Asking Questions and Defining Problems uEngineer It! eText: Design a Code Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Structure and Function uEngineer It! Video: Design a Code Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Structure and Function Demonstrate eText: Quest Check-In Lab: How can you model the motions of Earth? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Check-In Lab Placemat: How can you model the motions of Earth? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Misión Control: Lab: ¿Cómo puedes hacer un modelo de los movimientos de la Tierra? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Mantel individual de Misión Control: Lab: ¿Cómo puedes hacer un modelo de los movimientos de la Tierra? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Check-In Lab: How can you model the motions of Earth? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Editable Quiz: Daylight Changes and Seasons Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Asking Questions and Defining Problems Prueba para editar: Cambios en los días y las estaciones Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Quiz: Daylight Changes and Seasons Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Asking Questions and Defining Problems Topic Close: Sky and Earth eText: STEM Math Connection: Use a Calendar Curriculum Standards: Scientists use different ways to study the world. Scientists use different ways to study the world. Scientists use different ways to study the world. Quest Findings eText: Sky Watchers Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Constructing Explanations and Designing Solutions Quest Findings: Sky Watchers Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Constructing Explanations and Designing Solutions eText: Career Connection: Space Scientist eText Test: Sky and Earth Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Editable Test: Sky and Earth Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Examen para editar: El cielo y la Tierra Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Patterns Test: Sky and Earth Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems uDemonstrate Lab eText: How do shadows change? Curriculum Standards: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Using Mathematics and Computational Thinking Structure and Function túDemuestras: Lab: ¿Cómo cambian las sombras? Curriculum Standards: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Using Mathematics and Computational Thinking Structure and Function uDemonstrate Lab: How do shadows change? Curriculum Standards: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Using Mathematics and Computational Thinking Structure and Function Weather and Seasons Topic Launch: Weather and Seasons eText: Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Kickoff eText: Plan a Trip! Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct investigations collaboratively to produce evidence to answer a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Kickoff: Plan a Trip! Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct investigations collaboratively to produce evidence to answer a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Checklist: Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct investigations collaboratively to produce evidence to answer a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Rubric: Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct investigations collaboratively to produce evidence to answer a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. eText: Sequence uConnect Lab eText: What is it like outside today? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. túConectas: Lab: ¿Cómo está afuera hoy? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uConnect Lab: What is it like outside today? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Song: Can I go outside and play? Coloring Activity: Can I go outside and play? Enrichment: Tornadoes and Hurricanes Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Types of Weather Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Types of Weather Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Video: Types of Weather Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uInvestigate Lab eText: Which way is the wind blowing? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. túInvestigas: Lab: ¿Hacia dónde sopla el viento? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uInvestigate Lab Placemat: Which way is the wind blowing? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Hoja para apoyar el laboratorio: ¿Hacia dónde sopla el viento? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Lab Blackline Master: Which way is the wind blowing? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uInvestigate Lab: Which way is the wind blowing? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Synthesize Interactivity: Tools for Measuring the Weather Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Quest Check-In: Hot and Cold Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uEngineer It! eText: Design a Cooler Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uEngineer It! Video: Design a Cooler Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Demonstrate Editable Quiz: Types of Weather Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Prueba para editar: Tipos de estado del tiempo Quiz: Types of Weather Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Enrichment: Solstices Weather Changes and Seasons Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Weather Changes and Seasons Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Video: Weather Changes and Seasons Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect uInvestigate Lab eText: How can you make it rain? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. túInvestigas: Lab: ¿Cómo puedes hacer que llueva? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Hoja de crear lluvia Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Rainmaker Sheet Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uInvestigate Lab: How can you make it rain? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Synthesize Interactivity: The Four Seasons Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Demonstrate eText: Quest Check-In Lab: How does the season affect the amount of daylight? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Sunrise and Sunset for Each Season Misión Control: Lab: ¿Cómo afecta la estación a la cantidad de horas de luz solar? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Hojas de salida y puesta del sol en cada estación Quest Check-In Lab: How does the season affect the amount of daylight? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Editable Quiz: Weather Changes and Seasons Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Prueba para editar: Cambios en el tiempo y las estaciones Curriculum Standards: Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Quiz: Weather Changes and Seasons Curriculum Standards: Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Topic Close: Weather and Seasons eText: Extreme Science: Winter Storm Jonas Quest Findings eText: Plan a Trip! Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Quest Findings: Plan a Trip! Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. eText: Career Connection: Meteorologist eText Test: Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Editable Test: Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Examen para editar: El estado del tiempo y las estaciones Curriculum Standards: Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Test: Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. uDemonstrate Lab eText: How does weather change in a week? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. túDemuestras: Lab: ¿Cómo cambia el tiempo en una semana? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. uDemonstrate Lab: How does weather change in a week? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Living Things Topic Launch: Living Things eText: Living Things Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Planning and Carrying Out Investigations Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Patterns Ask questions based on observations to find more information about the natural and/or designed world(s). Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Plan and conduct investigations collaboratively to produce evidence to answer a question. eText Quest Kickoff: Nature Copycats Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Planning and Carrying Out Investigations Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Constructing Explanations and Designing Solutions Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Quest Kickoff: Nature Copycats Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Planning and Carrying Out Investigations Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Constructing Explanations and Designing Solutions Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Quest Checklist: Nature Copycats Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Planning and Carrying Out Investigations Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Constructing Explanations and Designing Solutions Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Quest Rubric: Nature Copycats Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Planning and Carrying Out Investigations Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Constructing Explanations and Designing Solutions Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. eText: Compare and Contrast eText: STEM uConnect Lab: How can you make a model of a plant? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions STEM túConectas: Lab: ¿Cómo puedes hacer el modelo de una planta? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions STEM uConnect Lab: How can you make a model of a plant? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Song: Living Things Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions 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. Coloring Activity: Living Things Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions 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. Enrichment: Leaf Shapes Plant Parts Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Plant Parts Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Planning and Carrying Out Investigations Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Patterns 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. 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. Video: Plant Parts Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Planning and Carrying Out Investigations Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Patterns 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. 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. uInvestigate Lab eText: What do the parts of a plant look like? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns túInvestigas: Lab: ¿Qué aspecto tienen las partes de una planta? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns uInvestigate Lab Placemat: What do the parts of a plant look like? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns uInvestigate Lab: What do the parts of a plant look like? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns Synthesize Interactivity: Plant Parts Curriculum Standards: 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function 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. Demonstrate Editable Quiz: Plant Parts Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function 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. Prueba para editar: Las partes de las plantas Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function 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. Quiz: Plant Parts Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function 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. Enrichment: Hunter or Hunted? Animal Parts Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Animal Parts Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. Video: Animal Parts Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. STEM uInvestigate Lab eText: How do whiskers help a cat? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. STEM túInvestigas: Lab: ¿Cómo ayudan los bigotes a un gato? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. STEM uInvestigate Lab: How do whiskers help a cat? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. Synthesize Interactivity: Animal Parts Curriculum Standards: 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. uEngineer It! eText: Design a Tool Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions 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. 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. 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. uEngineer It! Video: Design a Tool Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions 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. 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. 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. Demonstrate Editable Quiz: Animal Parts Curriculum Standards: 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Prueba para editar: Las partes de los animales Curriculum Standards: 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Quiz: Animal Parts Curriculum Standards: 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Enrichment: Biomimicry People Learn from Plant and Animal Parts Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: People Learn from Plant and Animal Parts Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Video: People Learn from Plant and Animal Parts Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. uInvestigate Lab eText: What can people learn from an acorn shell? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Patterns túInvestigas: Lab: ¿Qué pueden aprender las personas de la cáscara de una bellota? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Patterns uInvestigate Lab: What can people learn from an acorn shell? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Patterns Synthesize Interactivity: How People Mimic Living Things Curriculum Standards: 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Demonstrate Editable Quiz: People Learn from Plant and Animal Parts Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Prueba para editar: Aprender de las plantas y los animales Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Quiz: People Learn from Plant and Animal Parts Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Enrichment: Getting Ready for Winter Where Plants and Animals Live Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Where Plants and Animals Live Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Video: Where Plants and Animals Live Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab eText: What happens to a water plant out of water? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. túInvestigas: Lab: ¿Qué le pasa a una planta acuática fuera del agua? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab: What happens to a water plant out of water? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Synthesize Interactivity: Land and Water Environments Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Demonstrate eText: Quest Check-In Lab: How do snowshoe hares stay safe? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Misión Control: Lab: ¿Cómo se protegen las liebres nivales? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Landscapes and Hares Sheet Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Hoja de paisajes y liebres Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Quest Check-In Lab: How do snowshoe hares stay safe? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Editable Quiz: Where Plants and Animals Live Prueba para editar: Lugares donde viven las plantas y los animales Quiz: Where Plants and Animals Live Topic Close: Living Things eText: STEM Math Connection: Order Objects by Length Curriculum Standards: Scientists use different ways to study the world. Scientists use different ways to study the world. Scientists use different ways to study the world. Quest Findings eText: Nature Copycats Curriculum Standards: 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. 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. 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Quest Findings: Nature Copycats Curriculum Standards: 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. 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. 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function eText: Career Connection: Bioengineer Curriculum Standards: Scientists use different ways to study the world. Scientists use different ways to study the world. Scientists use different ways to study the world. eText Test: Living Things Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Editable Test: Living Things Curriculum Standards: 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. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Asking Questions and Defining Problems Constructing Explanations and Designing Solutions 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. Examen para editar: Los seres vivos Curriculum Standards: 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. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Asking Questions and Defining Problems Constructing Explanations and Designing Solutions 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. Test: Living Things Curriculum Standards: 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. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Asking Questions and Defining Problems Constructing Explanations and Designing Solutions 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. STEM uDemonstrate Lab eText: How do the spines of cacti help them? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. STEM túDemuestras: Lab: ¿Cómo ayudan las espinas a los cactus? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. STEM uDemonstrate Lab: How do the spines of cacti help them? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Parents and Offspring Topic launch: Parents and Offspring eText: Parents and Offspring Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Structure and Function Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking eText Quest Kickoff: Find the Parents Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Quest Kickoff: Find the Parents Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Quest Checklist: Find the Parents Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Quest Rubric: Find the Parents Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. eText: Main Idea and Details Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. eText: uConnect Lab: Which mouse is longer? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. túConectas: Lab: ¿Qué ratón es más largo? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function uConnect Lab: Which mouse is longer? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function Song: Hi, Little Turtle! Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions Patterns Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Obtaining, Evaluating, and Communicating Information Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Coloring Activity: Hi, Little Turtle! Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions Patterns Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Obtaining, Evaluating, and Communicating Information Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Enrichment: Plant Life Cycles Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Answer Key: Plant Life Cycles Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Plant and Animal Life Cycles Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Plant and Animal Life Cycles Curriculum Standards: Patterns Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Obtaining, Evaluating, and Communicating Information Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Video: Plant and Animal Life Cycles Curriculum Standards: Patterns Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Obtaining, Evaluating, and Communicating Information Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. eText: uInvestigate Lab: How do plants grow and change? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. túInvestigas: Lab: ¿Cómo crecen y cambian las plantas? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. uInvestigate Lab: How do plants grow and change? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Synthesize Interactivity: Compare Life Cycles of Animals Curriculum Standards: Patterns Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Obtaining, Evaluating, and Communicating Information Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Demonstrate eText: Quest Check-In Lab: How do the life cycles of two animals compare? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Animal Life Cycles Sheet Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Misión Control: Lab: ¿En qué se parecen o se diferencian los ciclos de vida? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Hoja de trabajo: Ciclos de vida de los animales Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Quest Check-In Lab: How are the life cycles alike and different? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Editable Quiz: Plant and Animal Life Cycles Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Structure and Function 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. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Prueba para editar: Ciclos de vida de las plantas y los animales Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Structure and Function 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. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Quiz: Plant and Animal Life Cycles Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Structure and Function 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. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Enrichment: Young and Adult Trees Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Patterns Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. 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. Planning and Carrying Out Investigations Observe Parents and Young Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Observe Parents and Young Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Video: Observe Parents and Young Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. eText: uInvestigate Lab: What do young plants look like? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function túInvestigas: Lab: ¿Qué aspecto tienen las plantas jóvenes? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function uInvestigate Lab: What do young plants look like? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function Synthesize Interactivity: Alike and Different: Living Things Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Quest Check-In eText: Alike and Different Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. eText: Engineer It!: Code the Way! Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. 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. 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. 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. uEngineer It! Interactivity: Code to Find the Treasure Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. 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. 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. 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. Demonstrate Editable Quiz: Observe Parents and Young Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Prueba para editar: Observar a los padres y sus hijos Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Quiz: Observe Parents and Young Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Enrichment: Meerkats Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. 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. Patterns in Animal Behavior Connect eText: Jumpstart Discovery! Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Investigate eText: Patterns in Animal Behavior Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Video: Patterns in Animal Behavior Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions eText: uInvestigate Lab: How do nests protect eggs? Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function túInvestigas: Lab: ¿Cómo protegen los nidos a los huevos? Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function uInvestigate Lab: How do nests protect eggs? Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Synthesize Interactivity: Animal Behaviors Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. 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. eText: Quest Check-In: Parents Help Young Learn Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Demonstrate Editable Quiz: Patterns in Animal Behavior Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Developing and Using Models 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. 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. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Prueba para editar: Patrones del comportamiento animal Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Quiz: Patterns in Animal Behavior Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Developing and Using Models 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. 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. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Topic Close: Parents and Offspring eText: Compare Numbers Curriculum Standards: Analyze data from tests of an object or tool to determine if it works as intended. Analyze data from tests of an object or tool to determine if it works as intended. Analyze data from tests of an object or tool to determine if it works as intended. eText: Quest Findings: Find the Parents Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Quest Findings: Find the Parents Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. eText: Career Connection: Nature Scientist Curriculum Standards: Ask questions based on observations to find more information about the natural and/or designed world(s). Scientists use different ways to study the world. Scientists use different ways to study the world. Scientists use different ways to study the world. Editable Test: Parents and Offspring Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Structure and Function Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking Examen para editar: Los padres y sus hijos Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Test: Parents and Offspring Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Structure and Function Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Asking Questions and Defining Problems Analyzing and Interpreting Data Using Mathematics and Computational Thinking eText: uDemonstrate Lab: How do living things change as they grow? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. túDemuestras: Lab: ¿Cómo cambian los seres vivos al ir creciendo? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. uDemonstrate Lab: How do living things change as they grow? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Program Resources Elevate Science Glossary CER Organizer Course-Level Tests Editable Benchmark Test: Life Science Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Examen de referencia para editar: Ciencias de la vida Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Benchmark Test: Life Science Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Editable Benchmark Test: Earth Science Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Patterns Examen de referencia para editar: Ciencias de la Tierra Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Patterns Benchmark Test: Earth Science Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Patterns Editable Benchmark Test: Physical Science Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Examen de referencia para editar: Ciencias físicas Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Benchmark Test: Physical Science Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Performance-Based Assessment: How do sounds made from different materials compare? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Define a simple problem that can be solved through the development of a new or improved object or tool. Define a simple problem that can be solved through the development of a new or improved object or tool. Define a simple problem that can be solved through the development of a new or improved object or tool. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. 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. 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. Performance-Based Assessment: How can you see the moon in the sky? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. 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. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) 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. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) 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. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Define a simple problem that can be solved through the development of a new or improved object or tool. Define a simple problem that can be solved through the development of a new or improved object or tool. Define a simple problem that can be solved through the development of a new or improved object or tool. Performance-Based Assessment: How can you use the sun to tell time? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. 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. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) 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. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) 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. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Performance-Based Assessment: What can people learn from plants and animals to solve problems? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Obtaining, Evaluating, and Communicating Information Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Editable End-of -Year Test Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Make observations at different times of year to relate the amount of daylight to the time of year. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Engaging in Argument From Evidence Cause and Effect Sound can make matter vibrate, and vibrating matter can make sound. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Asking Questions and Defining Problems Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. 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. 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. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Examen de fin de año para imprimir Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Make observations at different times of year to relate the amount of daylight to the time of year. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Engaging in Argument From Evidence Cause and Effect Sound can make matter vibrate, and vibrating matter can make sound. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Asking Questions and Defining Problems Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. 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. 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. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. End-of -Year Test Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Make observations at different times of year to relate the amount of daylight to the time of year. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Engaging in Argument From Evidence Cause and Effect Sound can make matter vibrate, and vibrating matter can make sound. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Asking Questions and Defining Problems Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. 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. 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. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Program Games Literacy Interactivity: Salad Chef Curriculum Standards: Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. 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. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Math Interactivity: Add-venture Curriculum Standards: Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Science Concept Interactivity: Super Powers Curriculum Standards: Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Science and Engineering Interactivity: Scavenger Hunt Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Labs Elevate Science Grade 1 Master Materials List for Lab Activities Sound Misión Control: Lab: ¿Cómo puede un instrumento enviar un secreto? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Quest Check-In Lab: How can an instrument send a secret? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* túInvestigas: Lab: ¿Cómo afecta el tamaño al sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. uInvestigate Lab: How does size affect sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. túInvestigas: Lab: ¿Cómo puedes ver el sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uInvestigate Lab: How can you see sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. túInvestigas: Lab: ¿Qué dice ese sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* uInvestigate Lab: What does that sound say? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* túConectas: Lab: ¿Cómo puedes hacer que una regla haga un sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uConnect Lab: How can a ruler make a sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. túDemuestras: Lab: ¿Qué instrumentos puedes usar para hacer sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. uDemonstrate Lab: Which instrument can you use to make a sound? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Light Misión Control: Lab: ¿Cómo puedes enviar mensajes secretos? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Quest Check-In Lab: How can you send secret messages? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. túInvestigas: Lab: ¿Qué pasa cuando un objeto tapa la luz? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab Placemat: What happens when an object blocks light? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab: What happens when an object blocks light? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. túInvestigas: Lab: ¿Cómo afectan la luz los materiales? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uInvestigate Lab: How do materials affect light? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. túInvestigas: Lab: ¿Cómo puedes usar la luz para ver? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. uInvestigate Lab: How can you use light to see? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. uConnect Lab: What do you need to see objects? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. túDemuestras: Lab: ¿Cómo puedo cambiar un material transparente? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. uDemonstrate Lab: How can I change a transparent material? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Sky and Earth Quest Check-In Lab Placemat: How can you model the motions of Earth? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Misión Control: Lab: ¿Cómo puedes hacer un modelo de los movimientos de la Tierra? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Mantel individual de Misión Control: Lab: ¿Cómo puedes hacer un modelo de los movimientos de la Tierra? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Check-In Lab: How can you model the motions of Earth? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. túInvestigas: Lab: ¿Por qué es difícil ver las estrellas de día? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Using Mathematics and Computational Thinking Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab: Why is it hard to see stars during the day? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Using Mathematics and Computational Thinking Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. túInvestigas: Lab: ¿Cómo puedes observar los patrones del Sol? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. uInvestigate Lab: How can you observe sun patterns? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. túInvestigas: Lab: ¿Cómo causa el Sol las estaciones? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab Placemat: How does the sun cause seasons? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab: How does the sun cause seasons? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. túConectas: Lab: ¿Hacia dónde apuntará? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. uConnect Lab: Which way will it point? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. túDemuestras: Lab: ¿Cómo cambian las sombras? Curriculum Standards: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Using Mathematics and Computational Thinking Structure and Function uDemonstrate Lab: How do shadows change? Curriculum Standards: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Using Mathematics and Computational Thinking Structure and Function Quest Check-In Lab Placemat: How can you model the motions of Earth? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Check-In Lab: How can you model the motions of Earth? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Weather and Seasons túConectas: Lab: ¿Cómo está afuera hoy? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uConnect Lab: What is it like outside today? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. túInvestigas: Lab: ¿Hacia dónde sopla el viento? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uInvestigate Lab Placemat: Which way is the wind blowing? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Hoja para apoyar el laboratorio: ¿Hacia dónde sopla el viento? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Lab Blackline Master: Which way is the wind blowing? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uInvestigate Lab: Which way is the wind blowing? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. túInvestigas: Lab: ¿Cómo puedes hacer que llueva? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Hoja de crear lluvia Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Rainmaker Sheet Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. uInvestigate Lab: How can you make it rain? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Sunrise and Sunset for Each Season Misión Control: Lab: ¿Cómo afecta la estación a la cantidad de horas de luz solar? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Hojas de salida y puesta del sol en cada estación Quest Check-In Lab: How does the season affect the amount of daylight? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. túDemuestras: Lab: ¿Cómo cambia el tiempo en una semana? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. uDemonstrate Lab: How does weather change in a week? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Living Things Misión Control: Lab: ¿Cómo se protegen las liebres nivales? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Landscapes and Hares Sheet Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Hoja de paisajes y liebres Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Quest Check-In Lab: How do snowshoe hares stay safe? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. túInvestigas: Lab: ¿Qué aspecto tienen las partes de una planta? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns uInvestigate Lab Placemat: What do the parts of a plant look like? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns uInvestigate Lab: What do the parts of a plant look like? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns STEM túInvestigas: Lab: ¿Cómo ayudan los bigotes a un gato? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. STEM uInvestigate Lab: How do whiskers help a cat? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. túInvestigas: Lab: ¿Qué pueden aprender las personas de la cáscara de una bellota? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Patterns uInvestigate Lab: What can people learn from an acorn shell? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Patterns túInvestigas: Lab: ¿Qué le pasa a una planta acuática fuera del agua? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. uInvestigate Lab: What happens to a water plant out of water? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. STEM túConectas: Lab: ¿Cómo puedes hacer el modelo de una planta? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions STEM uConnect Lab: How can you make a model of a plant? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions STEM túDemuestras: Lab: ¿Cómo ayudan las espinas a los cactus? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. STEM uDemonstrate Lab: How do the spines of cacti help them? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Parents and Offspring Animal Life Cycles Sheet Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Misión Control: Lab: ¿En qué se parecen o se diferencian los ciclos de vida? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Hoja de trabajo: Ciclos de vida de los animales Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Quest Check-In Lab: How are the life cycles alike and different? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. túInvestigas: Lab: ¿Cómo crecen y cambian las plantas? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. uInvestigate Lab: How do plants grow and change? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. túInvestigas: Lab: ¿Qué aspecto tienen las plantas jóvenes? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function uInvestigate Lab: What do young plants look like? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function túInvestigas: Lab: ¿Cómo protegen los nidos a los huevos? Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function uInvestigate Lab: How do nests protect eggs? Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function túDemuestras: Lab: ¿Cómo cambian los seres vivos al ir creciendo? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. uDemonstrate Lab: How do living things change as they grow? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. túConectas: Lab: ¿Qué ratón es más largo? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function uConnect Lab: Which mouse is longer? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function Recursos en español Elevar las ciencias Texto en línea del estudiante Grado 1 Elevar las ciencias Libro del estudiante accesible Grado 1 El sonido Arranque del tema: El sonido túConectas: Lab: ¿Cómo puedes hacer que una regla haga un sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Describir el sonido túInvestigas: Lab: ¿Cómo afecta el tamaño al sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Asking Questions and Defining Problems Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Prueba para editar: Describir el sonido Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Producir sonido túInvestigas: Lab: ¿Cómo puedes ver el sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Prueba para editar: Producir sonido Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Los usos del sonido túInvestigas: Lab: ¿Qué dice ese sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Misión Control: Lab: ¿Cómo puede un instrumento enviar un secreto? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Patterns Asking Questions and Defining Problems Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Prueba para editar: Los usos del sonido Curriculum Standards: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Cierre del tema: El sonido túDemuestras: Lab: ¿Qué instrumentos puedes usar para hacer sonido? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Examen para editar: El sonido Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. La luz Arranque del tema: La luz túConectas: Lab: ¿Qué necesitas para ver objetos? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Observar la luz túInvestigas: Lab: ¿Qué pasa cuando un objeto tapa la luz? Curriculum Standards: Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Prueba para editar: Observar la luz Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) La luz y la materia túInvestigas: Lab: ¿Cómo afectan la luz los materiales? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Prueba para editar: La luz y la materia Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Los usos de la luz túInvestigas: Lab: ¿Cómo puedes usar la luz para ver? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Misión Control: Lab: ¿Cómo puedes enviar mensajes secretos? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Patterns Cause and Effect Asking Questions and Defining Problems Developing and Using Models Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Prueba para editar: Los usos de la luz Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Cierre del tema: La luz túDemuestras: Lab: ¿Cómo puedo cambiar un material transparente? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Examen para editar: La luz Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) El cielo y la Tierra Arranque del tema: El cielo y la Tierra túConectas: Lab: ¿Hacia dónde apuntará? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Observar el cielo túInvestigas: Lab: ¿Por qué es difícil ver las estrellas de día? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Using Mathematics and Computational Thinking Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Prueba para editar: Observar el cielo Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Los patrones en el cielo túInvestigas: Lab: ¿Cómo puedes observar los patrones del Sol? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations at different times of year to relate the amount of daylight to the time of year. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Developing and Using Models Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Prueba para editar: Los patrones en el cielo Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Patterns Cambios en los días y las estaciones túInvestigas: Lab: ¿Cómo causa el Sol las estaciones? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Plan and conduct investigations collaboratively to produce evidence to answer a question. Misión Control: Lab: ¿Cómo puedes hacer un modelo de los movimientos de la Tierra? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Mantel individual de Misión Control: Lab: ¿Cómo puedes hacer un modelo de los movimientos de la Tierra? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Prueba para editar: Cambios en los días y las estaciones Curriculum Standards: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Cierre del tema: El cielo y la Tierra túDemuestras: Lab: ¿Cómo cambian las sombras? Curriculum Standards: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Using Mathematics and Computational Thinking Structure and Function Examen para editar: El cielo y la Tierra Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Patterns El estado del tiempo y las estaciones Arranque del tema: El estado del tiempo y las estaciones túConectas: Lab: ¿Cómo está afuera hoy? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Tipos de estado del tiempo túInvestigas: Lab: ¿Hacia dónde sopla el viento? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Hoja para apoyar el laboratorio: ¿Hacia dónde sopla el viento? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Objects can be seen if light is available to illuminate them or if they give off their own light. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Prueba para editar: Tipos de estado del tiempo Cambios en el tiempo y las estaciones túInvestigas: Lab: ¿Cómo puedes hacer que llueva? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Hoja de crear lluvia Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Plan and conduct investigations collaboratively to produce evidence to answer a question. Science investigations begin with a question. Science investigations begin with a question. Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Misión Control: Lab: ¿Cómo afecta la estación a la cantidad de horas de luz solar? Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Patterns Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Constructing Explanations and Designing Solutions Cause and Effect Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Asking Questions and Defining Problems Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Hojas de salida y puesta del sol en cada estación Prueba para editar: Cambios en el tiempo y las estaciones Curriculum Standards: Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Cierre del tema: El estado del tiempo y las estaciones túDemuestras: Lab: ¿Cómo cambia el tiempo en una semana? Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Examen para editar: El estado del tiempo y las estaciones Curriculum Standards: Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Los seres vivos Arranque del tema: Los seres vivos STEM túConectas: Lab: ¿Cómo puedes hacer el modelo de una planta? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Las partes de las plantas túInvestigas: Lab: ¿Qué aspecto tienen las partes de una planta? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Using Mathematics and Computational Thinking Patterns Prueba para editar: Las partes de las plantas Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function 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. Las partes de los animales STEM túInvestigas: Lab: ¿Cómo ayudan los bigotes a un gato? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function 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. 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. Analyzing and Interpreting Data 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. Prueba para editar: Las partes de los animales Curriculum Standards: 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Aprender de las plantas y los animales túInvestigas: Lab: ¿Qué pueden aprender las personas de la cáscara de una bellota? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Patterns Prueba para editar: Aprender de las plantas y los animales Curriculum Standards: 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. 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. 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. 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. 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) 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function 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. Asking Questions and Defining Problems Constructing Explanations and Designing Solutions Lugares donde viven las plantas y los animales túInvestigas: Lab: ¿Qué le pasa a una planta acuática fuera del agua? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Obtaining, Evaluating, and Communicating Information Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Asking Questions and Defining Problems Patterns Plan and conduct investigations collaboratively to produce evidence to answer a question. Misión Control: Lab: ¿Cómo se protegen las liebres nivales? Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Hoja de paisajes y liebres Curriculum Standards: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Prueba para editar: Lugares donde viven las plantas y los animales Cierre del tema: Los seres vivos STEM túDemuestras: Lab: ¿Cómo ayudan las espinas a los cactus? Curriculum Standards: 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. 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. Examen para editar: Los seres vivos Curriculum Standards: 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. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Asking Questions and Defining Problems Constructing Explanations and Designing Solutions 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. 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. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. 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. 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. Los padres y sus hijos Arranque del tema: Los padres y sus hijos túConectas: Lab: ¿Qué ratón es más largo? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function Ciclos de vida de las plantas y los animales túInvestigas: Lab: ¿Cómo crecen y cambian las plantas? Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. 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. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Structure and Function Ask questions based on observations to find more information about the natural and/or designed world(s). Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Misión Control: Lab: ¿En qué se parecen o se diferencian los ciclos de vida? Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Hoja de trabajo: Ciclos de vida de los animales Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Prueba para editar: Ciclos de vida de las plantas y los animales Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Structure and Function 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. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Observar a los padres y sus hijos túInvestigas: Lab: ¿Qué aspecto tienen las plantas jóvenes? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Structure and Function Prueba para editar: Observar a los padres y sus hijos Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Patrones del comportamiento animal túInvestigas: Lab: ¿Cómo protegen los nidos a los huevos? Curriculum Standards: 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. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Patterns 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. 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) 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Structure and Function Prueba para editar: Patrones del comportamiento animal Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Cierre del tema: Los padres y sus hijos túDemuestras: Lab: ¿Cómo cambian los seres vivos al ir creciendo? Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Examen para editar: Los padres y sus hijos Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Evaluación de nivel del programa Examen de referencia para editar: Ciencias de la vida Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Analyzing and Interpreting Data Structure and Function 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. 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. 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. Planning and Carrying Out Investigations Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Examen de referencia para editar: Ciencias de la Tierra Curriculum Standards: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 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. Sound can make matter vibrate, and vibrating matter can make sound. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Patterns Examen de referencia para editar: Ciencias físicas Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Constructing Explanations and Designing Solutions Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Examen de fin de año para imprimir Curriculum Standards: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. 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. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information Patterns Use observations of the sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. 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. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) 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. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Structure and Function 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. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Constructing Explanations and Designing Solutions 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. 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. 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Make observations at different times of year to relate the amount of daylight to the time of year. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Engaging in Argument From Evidence Cause and Effect Sound can make matter vibrate, and vibrating matter can make sound. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations at different times of year to relate the amount of daylight to the time of year. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Asking Questions and Defining Problems Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. People also use a variety of devices to communicate (send and receive information) over long distances. 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. 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. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Pearson Readers Sound Readers Learn About Sound Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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) 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Sound Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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) 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. All About Sound Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. 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) 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Using Mathematics and Computational Thinking Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. STEM Engineering Reader: Sound Curriculum Standards: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Cause and Effect Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound can make matter vibrate, and vibrating matter can make sound. Light Readers Learn About Light Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. Light Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. All About Light Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Analyzing and Interpreting Data Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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) 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. Obtaining, Evaluating, and Communicating Information Plan and conduct investigations collaboratively to produce evidence to answer a question. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Scientists use different ways to study the world. Structure and Function Simple tests can be designed to gather evidence to support or refute student ideas about causes. STEM Engineering Reader: Light Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. Sky and Earth Readers Learn About the Sky and Earth Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Sky and Earth Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. All About the Sky and Earth Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. STEM Engineering Reader: Sky and Earth Weather and Seasons Readers Learn About Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function All About Weather and Seasons Curriculum Standards: Science investigations begin with a question. Science investigations begin with a question. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Make observations at different times of year to relate the amount of daylight to the time of year. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. People also use a variety of devices to communicate (send and receive information) over long distances. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Patterns Science investigations begin with a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations from several sources to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Make observations (firsthand or from media) to construct an evidence- based account that objects can be seen only when illuminated. Objects can be seen if light is available to illuminate them or if they give off their own light. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Plan and conduct investigations collaboratively to produce evidence to answer a question. 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Structure and Function STEM Engineering Reader: Weather and Seasons Living Things Readers Living Things Around Us Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Developing and Using Models Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Plan and conduct investigations collaboratively to produce evidence to answer a question. Living Things Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Developing and Using Models Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Plan and conduct investigations collaboratively to produce evidence to answer a question. The World of Living Things Curriculum Standards: 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. 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. 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) 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Structure and Function 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. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Sound can make matter vibrate, and vibrating matter can make sound. People also use a variety of devices to communicate (send and receive information) over long distances. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Developing and Using Models Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. 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. 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. Make observations at different times of year to relate the amount of daylight to the time of year. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Cause and Effect Make observations (firsthand or from media) to collect data that can be used to make comparisons. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Plan and conduct investigations collaboratively to produce evidence to answer a question. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light. Plan and conduct investigations collaboratively to produce evidence to answer a question. STEM Engineering Reader: Living Things Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Parents and Offspring Readers Learn About Parents and Offspring Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Constructing Explanations and Designing Solutions Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Parents and Offspring Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Constructing Explanations and Designing Solutions Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. All About Parents and Offspring Curriculum Standards: 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. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. 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. 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. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 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) Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 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. A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) Before beginning to design a solution, it is important to clearly understand the problem. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Developing and Using Models Planning and Carrying Out Investigations Obtaining, Evaluating, and Communicating Information Patterns Structure and Function Constructing Explanations and Designing Solutions Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. STEM Engineering Reader: Parents and Offspring Curriculum Standards: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Constructing Explanations and Designing Solutions Obtaining, Evaluating, and Communicating Information Patterns Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. 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. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Credits, Elevate Science Grade 1 Teacher Resources Container Assessment Download Center Intended Role: Instructor Getting Started with K-5 Elevate Science Intended Role: Instructor Letter Home: Sound Intended Role: Instructor Teacher eText: Sound Intended Role: Instructor PD Modeling Video: Sound Intended Role: Instructor Answer Key: Sending Sound Messages Intended Role: Instructor uConnect Lab Placemat: How can a ruler make a sound? Intended Role: Instructor Teacher Support: How can a ruler make a sound? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes hacer que una regla haga un sonido? Intended Role: Instructor Teacher eText: Describe Sound Intended Role: Instructor Answer Key: Tuning the Orchestra Intended Role: Instructor uInvestigate Lab Placemat: How does size affect sound? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo afecta el tamaño al sonido? Intended Role: Instructor Teacher Support: How does size affect sound? Intended Role: Instructor Answer Key: The Sound of Sounds Intended Role: Instructor Quiz Answer Key: Describe Sound Intended Role: Instructor Clave de respuestas de la prueba: Describir el sonido Intended Role: Instructor Teacher eText: Make Sounds Intended Role: Instructor Answer Key: Sounds from a Music Box Intended Role: Instructor uInvestigate Lab Placemat: How can you see sound? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes ver el sonido? Intended Role: Instructor Teacher Support: How can you see sound? Intended Role: Instructor Quiz Answer Key: Make Sound Intended Role: Instructor Clave de respuestas de la prueba: Producir sonido Intended Role: Instructor Teacher eText: Uses of Sound Intended Role: Instructor Answer Key: What Music Means Intended Role: Instructor uInvestigate Lab Placemat: What does that sound say? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué dice ese sonido? Intended Role: Instructor Teacher Support: What does that sound say? Intended Role: Instructor Answer Key: Sending Sounds to Communicate Intended Role: Instructor Answer Key: Notfiy the Residents! Intended Role: Instructor Quest Check-In Lab Placemat: How can an instrument send a secret? Intended Role: Instructor Teacher Support: How can an instrument send a secret? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puede un instrumento enviar un secreto? Intended Role: Instructor Quiz Answer Key: Uses of Sound Intended Role: Instructor Clave de respuestas de la prueba: Los usos del sonido Intended Role: Instructor Teacher eText: Sound Intended Role: Instructor Teacher Support: Sound Intended Role: Instructor Test Answer Key: Sound Intended Role: Instructor Clave de respuestas del examen: El sonido Intended Role: Instructor uDemonstrate Lab Placemat: Which instrument can you use to make a sound? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Qué instrumentos puedes usar para hacer sonido? Intended Role: Instructor uDemonstrate Lab Activity Card: Which instrument can you use to make a sound? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Qué instrumentos puedes usar para hacer sonido? Intended Role: Instructor Teacher Support: How can I change a transparent material? Intended Role: Instructor Letter Home: Light Intended Role: Instructor Carta al hogar: La luz Intended Role: Instructor Teacher eText: Light Intended Role: Instructor PD Modeling Video: Light Intended Role: Instructor uConnect Lab Placemat: What do you need to see objects? Intended Role: Instructor Teacher Support: What do you need to see objects? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué necesitas para ver objetos? Intended Role: Instructor Teacher eText: Observe Light Intended Role: Instructor Answer Key: Telescopes Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pasa cuando un objeto tapa la luz? Intended Role: Instructor Teacher Support: What happens when an object blocks light? Intended Role: Instructor Answer Key: Light Helps Us See Intended Role: Instructor Quiz Answer Key: Observe Light Intended Role: Instructor Clave de respuestas de la prueba: Observar la luz Intended Role: Instructor Teacher eText: Light and Matter Intended Role: Instructor Answer Key: Tinted Windows Intended Role: Instructor uInvestigate Lab Placemat: How do materials affect light? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo afectan la luz los materiales? Intended Role: Instructor Teacher Support: How do materials affect light? Intended Role: Instructor Answer Key: Shine Light on Matter Intended Role: Instructor Quiz Answer Key: Light and Matter Intended Role: Instructor Clave de respuestas de la prueba: La luz y la materia Intended Role: Instructor Teacher eText: Uses of Light Intended Role: Instructor Answer Key: Using Starlight Intended Role: Instructor uInvestigate Lab Placemat: How can you use light to see? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes usar la luz para ver? Intended Role: Instructor Teacher Support: How can you use light to see? Intended Role: Instructor Answer Key: Light Keeps Us Safe Intended Role: Instructor Quest Check-In Lab Placemat: How can you send secret messages? Intended Role: Instructor Teacher Support: How can you send secret messages? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puedes enviar mensajes secretos? Intended Role: Instructor Quiz Answer Key: Uses of Light Intended Role: Instructor Clave de respuestas de la prueba: Los usos de la luz Intended Role: Instructor Teacher eText: Light Intended Role: Instructor Test Answer Key: Light Intended Role: Instructor Clave de respuestas del examen: La luz Intended Role: Instructor uDemonstrate Lab Placemat: How can I change a transparent material? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedo cambiar un material transparente? Intended Role: Instructor uDemonstrate Lab Activity Card: How can I change a transparent material? Intended Role: Instructor Teacher Support: How can I change a transparent material? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedo cambiar un material transparente? Intended Role: Instructor Letter Home: Sky and Earth Intended Role: Instructor Carta al hogar: El cielo y la Tierra Intended Role: Instructor Teacher eText: Sky and Earth Intended Role: Instructor PD Modeling Video: Sky and Earth Intended Role: Instructor uConnect Lab Placemat: Which way will it point? Intended Role: Instructor Teacher Support: Which way will it point? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Hacia dónde apuntará? Intended Role: Instructor Teacher eText: Observe the Sky Intended Role: Instructor Answer Key: Life in Space Intended Role: Instructor uInvestigate Lab Placemat: Why is it hard to see stars during the day? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Por qué es difícil ver las estrellas de día? Intended Role: Instructor Teacher Support: Why is it hard to see stars during the day? Intended Role: Instructor Answer Key: The Day Sky Intended Role: Instructor Quiz Answer Key: Observe the Sky Intended Role: Instructor Clave de respuestas de la prueba: Observar el cielo Intended Role: Instructor Teacher eText: Patterns in the Sky Intended Role: Instructor Answer Key: United States Time Zones Intended Role: Instructor uInvestigate Lab Placemat: How can you observe sun patterns? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes observar los patrones del Sol? Intended Role: Instructor Teacher Support: How can you observe sun patterns? Intended Role: Instructor Answer Key: Patterns in the Night Sky Intended Role: Instructor Quiz Answer Key: Patterns in the Sky Intended Role: Instructor Clave de respuestas de la prueba: Los patrones en el cielo Intended Role: Instructor Teacher eText: Daylight Changes and Seasons Intended Role: Instructor Answer Key: Shadows and Seasons Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo causa el Sol las estaciones? Intended Role: Instructor Teacher Support: How does the sun cause seasons? Intended Role: Instructor Answer Key: Seasons Around the World Intended Role: Instructor Teacher Support: How can you model the motions of Earth? Intended Role: Instructor Quiz Answer Key: Daylight Changes and Seasons Intended Role: Instructor Clave de respuestas de la prueba: Cambios en los días y las estaciones Intended Role: Instructor Teacher eText: Sky and Earth Intended Role: Instructor Teacher Support: Sky Watchers Intended Role: Instructor Test Answer Key: Sky and Earth Intended Role: Instructor Clave de respuestas del examen: El cielo y la Tierra Intended Role: Instructor uDemonstrate Lab Placemat: How do shadows change? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambian las sombras? Intended Role: Instructor uDemonstrate Lab Activity Card: How do shadows change? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambian las sombras? Intended Role: Instructor Teacher Support: How do shadows change? Intended Role: Instructor Letter Home: Weather and Seasons Intended Role: Instructor Carta al hogar: El estado del tiempo y las estaciones Intended Role: Instructor Teacher eText: Weather and Seasons Intended Role: Instructor PD Modeling Video: Weather and Seasons Intended Role: Instructor Teacher Support: What is it like outside today? Intended Role: Instructor Teacher eText: Types of Weather Intended Role: Instructor Answer Key: Tornadoes and Hurricanes Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Hacia dónde sopla el viento? Intended Role: Instructor Teacher Support: Which way is the wind blowing? Intended Role: Instructor Answer Key: Tools for Measuring the Weather Intended Role: Instructor Quiz Answer Key: Types of Weather Intended Role: Instructor Clave de respuestas de la prueba: Tipos de estado del tiempo Intended Role: Instructor Teacher eText: Weather Changes and Seasons Intended Role: Instructor Answer Key: Solstices Intended Role: Instructor uInvestigate Lab Placemat: How can you make it rain? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer que llueva? Intended Role: Instructor Teacher Support: How can you make it rain? Intended Role: Instructor Quest Check-In Lab Placemat: How does the season affect the amount of daylight? Intended Role: Instructor Teacher Support: How does the season affect the amount of daylight? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo afecta la estación a la cantidad de horas de luz solar? Intended Role: Instructor Quiz Answer Key: Weather Changes and Seasons Intended Role: Instructor Clave de respuestas de la prueba: Cambios en el tiempo y las estaciones Intended Role: Instructor Teacher eText: Weather and Seasons Intended Role: Instructor Test Answer Key: Weather and Seasons Intended Role: Instructor Clave de respuestas del examen: El estado del tiempo y las estaciones Intended Role: Instructor uDemonstrate Lab Placemat: How does weather change in a week? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambia el tiempo en una semana? Intended Role: Instructor uDemonstrate Lab Activity Card: How does weather change in a week? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambia el tiempo en una semana? Intended Role: Instructor Teacher Support: How does weather change in a week? Intended Role: Instructor Letter Home: Living Things Intended Role: Instructor Carta al hogar: Los seres vivos Intended Role: Instructor Teacher eText: Living Things Intended Role: Instructor PD Modeling Video: Living Things Intended Role: Instructor STEM uConnect Lab Placemat: How can you make a model of a plant? Intended Role: Instructor Teacher Support: How can you make a model of a plant? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes hacer el modelo de una planta? Intended Role: Instructor Teacher eText: Plant Parts Intended Role: Instructor Answer Key: Leaf Shapes Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué aspecto tienen las partes de una planta? Intended Role: Instructor Teacher Support: What do the parts of a plant look like? Intended Role: Instructor Answer Key: Plant Parts Intended Role: Instructor Quiz Answer Key: Plant Parts Intended Role: Instructor Clave de respuestas de la prueba: Las partes de las plantas Intended Role: Instructor Teacher eText: Animal Parts Intended Role: Instructor Answer Key: Hunter or Hunted? Intended Role: Instructor STEM uInvestigate Lab Placemat: How do whiskers help a cat? Intended Role: Instructor STEM Mantel individual de túInvestigas: Lab: ¿Cómo ayudan los bigotes a un gato? Intended Role: Instructor Teacher Support: How do whiskers help a cat? Intended Role: Instructor Answer Key: Animal Parts Intended Role: Instructor Quiz Answer Key: Animal Parts Intended Role: Instructor Clave de respuestas de la prueba: Las partes de los animales Intended Role: Instructor Teacher eText: People Learn from Plant and Animal Parts Intended Role: Instructor Answer Key: Biomimicry Intended Role: Instructor uInvestigate Lab Placemat: What can people learn from an acorn shell? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pueden aprender las personas de la cáscara de una bellota? Intended Role: Instructor Teacher Support: What can people learn from an acorn shell? Intended Role: Instructor Quiz Answer Key: People Learn from Plant and Animal Parts Intended Role: Instructor Clave de respuestas de la prueba: Aprender de las plantas y los animales Intended Role: Instructor Teacher eText: Where Plants and Animals Live Intended Role: Instructor Answer Key: Getting Ready for Winter Intended Role: Instructor uInvestigate Lab Placemat: What happens to a water plant out of water? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué le pasa a una planta acuática fuera del agua? Intended Role: Instructor Teacher Support: What happens to a water plant out of water? Intended Role: Instructor Quest Check-In Lab Placemat: How do snowshoe hares stay safe? Intended Role: Instructor Teacher Support: How do snowshoe hares stay safe? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo se protegen las liebres nivales? Intended Role: Instructor Quiz Answer Key: Where Plants and Animals Live Intended Role: Instructor Clave de respuestas de la prueba: Lugares donde viven las plantas y los animales Intended Role: Instructor Teacher eText: Living Things Intended Role: Instructor Teacher Support: Nature Copycats Intended Role: Instructor Test Answer Key: Living Things Intended Role: Instructor Clave de respuestas del examen: Los seres vivos Intended Role: Instructor STEM uDemonstrate Lab Placemat: How do the spines of cacti help them? Intended Role: Instructor STEM Mantel individual de túDemuestras: Lab: ¿Cómo ayudan las espinas a los cactus? Intended Role: Instructor uDemonstrate Lab Activity Card: How do the spines of cacti help them? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo ayudan las espinas a los cactus? Intended Role: Instructor Teacher Support: How do the spines of cacti help them? Intended Role: Instructor Letter Home: Parents and Offspring Intended Role: Instructor Carta al hogar: Los padres y sus hijos Intended Role: Instructor Teacher eText: Parents and Offspring Intended Role: Instructor PD Modeling Video: Parents and Offspring Intended Role: Instructor uConnect Lab Placemat: Which mouse is longer? Intended Role: Instructor Teacher Support: Which mouse is longer? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué rató es más largo? Intended Role: Instructor Teacher eText: Plant and Animal Life Cycles Intended Role: Instructor uInvestigate Lab Placemat: How do plants grow and change? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo crecen y cambian las plantas? Intended Role: Instructor Teacher Support: How do plants grow and change? Intended Role: Instructor Answer Key: Compare Life Cycles of Animals Intended Role: Instructor Quest Check-In Lab Placemat: How are the life cycles alike and different? Intended Role: Instructor Teacher Support: How are the life cycles alike and different? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿En qué se parecen o se diferencian los ciclos de vida? Intended Role: Instructor Quiz Answer Key: Plant and Animal Life Cycles Intended Role: Instructor Clave de respuestas de la prueba: Ciclos de vida de las plantas y los animales Intended Role: Instructor Teacher eText: Observe Parents and Young Intended Role: Instructor Answer Key: Young and Adult Trees Intended Role: Instructor uInvestigate Lab Placemat: What do young plants look like? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué aspecto tienen las plantas jóvenes? Intended Role: Instructor Teacher Support: What do young plants look like? Intended Role: Instructor Answer Key: Alike and Different: Living Things Intended Role: Instructor Answer Key: Code to Find the Treasure Intended Role: Instructor Quiz Answer Key: Observe Parents and Young Intended Role: Instructor Clave de respuestas de la prueba: Observar a los padres y sus hijos Intended Role: Instructor Teacher eText: Patterns in Animal Behavior Intended Role: Instructor Answer Key: Meerkats Intended Role: Instructor uInvestigate Lab Placemat: How do nests protect eggs? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo protegen los nidos a los huevos? Intended Role: Instructor Teacher Support: How do nests protect eggs? Intended Role: Instructor Quiz Answer Key: Patterns in Animal Behavior Intended Role: Instructor Clave de respuestas de la prueba: Patrones del comportamiento animal Intended Role: Instructor Teacher eText: Parents and Offspring Intended Role: Instructor Test Answer Key: Parents and Offspring Intended Role: Instructor Clave de respuestas del examen: Los padres y sus hijos Intended Role: Instructor uDemonstrate Lab Placemat: How do living things change as they grow? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambian los seres vivos al ir creciendo? Intended Role: Instructor uDemonstrate Lab Activity Card: How do living things change as they grow? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambian los seres vivos al ir creciendo? Intended Role: Instructor Teacher Support: How do living things change as they grow? Intended Role: Instructor Teacher eText: Nature of Science Handbook Intended Role: Instructor Carta al hogar: El sonido Intended Role: Instructor Google Expedition Teacher Guide: Animal Survival Intended Role: Instructor CER Organizer Teacher Support Intended Role: Instructor CER Sentence Starters Intended Role: Instructor Benchmark Test Answer Key: Life Science Intended Role: Instructor Clave de respuestas del Examen de referencia: Ciencias de la vida Intended Role: Instructor Benchmark Test Answer Key: Earth Science Intended Role: Instructor Clave de respuestas del Examen de referencia: Ciencias de la Tierra Intended Role: Instructor Benchmark Test Answer Key: Physical Science Intended Role: Instructor Clave de respuestas del Examen de referencia: Ciencias físicas Intended Role: Instructor Assessment Teacher Support: How do sounds from different materials compare? Intended Role: Instructor Assessment Teacher Support: How can you see the moon in the sky? Intended Role: Instructor Assessment Teacher Support: How can you use the sun to tell time? Intended Role: Instructor Assessment Teacher Support: What can people learn from plants and animals? Intended Role: Instructor End-of -Year Test Answer Key Intended Role: Instructor Clave de respuestas del Examen de fin de año Intended Role: Instructor Answer Key: Super Powers Intended Role: Instructor Quest Check-In Lab Placemat: How can an instrument send a secret? Intended Role: Instructor Teacher Support: How can an instrument send a secret? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puede un instrumento enviar un secreto? Intended Role: Instructor uInvestigate Lab Placemat: How does size affect sound? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo afecta el tamaño al sonido? Intended Role: Instructor Teacher Support: How does size affect sound? Intended Role: Instructor uInvestigate Lab Placemat: How can you see sound? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes ver el sonido? Intended Role: Instructor Teacher Support: How can you see sound? Intended Role: Instructor uInvestigate Lab Placemat: What does that sound say? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué dice ese sonido? Intended Role: Instructor Teacher Support: What does that sound say? Intended Role: Instructor uConnect Lab Placemat: How can a ruler make a sound? Intended Role: Instructor Teacher Support: How can a ruler make a sound? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes hacer que una regla haga un sonido? Intended Role: Instructor uDemonstrate Lab Placemat: Which instrument can you use to make a sound? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Qué instrumentos puedes usar para hacer sonido? Intended Role: Instructor uDemonstrate Lab Activity Card: Which instrument can you use to make a sound? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Qué instrumentos puedes usar para hacer sonido? Intended Role: Instructor Teacher Support: How can I change a transparent material? Intended Role: Instructor Quest Check-In Lab Placemat: How can you send secret messages? Intended Role: Instructor Teacher Support: How can you send secret messages? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puedes enviar mensajes secretos? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pasa cuando un objeto tapa la luz? Intended Role: Instructor Teacher Support: What happens when an object blocks light? Intended Role: Instructor uInvestigate Lab Placemat: How do materials affect light? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo afectan la luz los materiales? Intended Role: Instructor Teacher Support: How do materials affect light? Intended Role: Instructor uInvestigate Lab Placemat: How can you use light to see? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes usar la luz para ver? Intended Role: Instructor Teacher Support: How can you use light to see? Intended Role: Instructor uConnect Lab Placemat: How can a ruler make a sound? Intended Role: Instructor Teacher Support: What do you need to see objects? Intended Role: Instructor uDemonstrate Lab Placemat: How can I change a transparent material? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedo cambiar un material transparente? Intended Role: Instructor uDemonstrate Lab Activity Card: How can I change a transparent material? Intended Role: Instructor Teacher Support: How can I change a transparent material? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedo cambiar un material transparente? Intended Role: Instructor Teacher Support: How can you model the motions of Earth? Intended Role: Instructor uInvestigate Lab Placemat: Why is it hard to see stars during the day? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Por qué es difícil ver las estrellas de día? Intended Role: Instructor Teacher Support: Why is it hard to see stars during the day? Intended Role: Instructor uInvestigate Lab Placemat: How can you observe sun patterns? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes observar los patrones del Sol? Intended Role: Instructor Teacher Support: How can you observe sun patterns? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo causa el Sol las estaciones? Intended Role: Instructor Teacher Support: How does the sun cause seasons? Intended Role: Instructor uConnect Lab Placemat: Which way will it point? Intended Role: Instructor Teacher Support: Which way will it point? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Hacia dónde apuntará? Intended Role: Instructor uDemonstrate Lab Placemat: How do shadows change? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambian las sombras? Intended Role: Instructor uDemonstrate Lab Activity Card: How do shadows change? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambian las sombras? Intended Role: Instructor Teacher Support: How do shadows change? Intended Role: Instructor Teacher Support: How can you model the motions of Earth? Intended Role: Instructor Teacher Support: What is it like outside today? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Hacia dónde sopla el viento? Intended Role: Instructor Teacher Support: Which way is the wind blowing? Intended Role: Instructor uInvestigate Lab Placemat: How can you make it rain? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer que llueva? Intended Role: Instructor Teacher Support: How can you make it rain? Intended Role: Instructor Quest Check-In Lab Placemat: How does the season affect the amount of daylight? Intended Role: Instructor Teacher Support: How does the season affect the amount of daylight? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo afecta la estación a la cantidad de horas de luz solar? Intended Role: Instructor uDemonstrate Lab Placemat: How does weather change in a week? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambia el tiempo en una semana? Intended Role: Instructor uDemonstrate Lab Activity Card: How does weather change in a week? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambia el tiempo en una semana? Intended Role: Instructor Teacher Support: How does weather change in a week? Intended Role: Instructor Quest Check-In Lab Placemat: How do snowshoe hares stay safe? Intended Role: Instructor Teacher Support: How do snowshoe hares stay safe? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo se protegen las liebres nivales? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué aspecto tienen las partes de una planta? Intended Role: Instructor Teacher Support: What do the parts of a plant look like? Intended Role: Instructor STEM uInvestigate Lab Placemat: How do whiskers help a cat? Intended Role: Instructor STEM Mantel individual de túInvestigas: Lab: ¿Cómo ayudan los bigotes a un gato? Intended Role: Instructor Teacher Support: How do whiskers help a cat? Intended Role: Instructor uInvestigate Lab Placemat: What can people learn from an acorn shell? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pueden aprender las personas de la cáscara de una bellota? Intended Role: Instructor Teacher Support: What can people learn from an acorn shell? Intended Role: Instructor uInvestigate Lab Placemat: What happens to a water plant out of water? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué le pasa a una planta acuática fuera del agua? Intended Role: Instructor Teacher Support: What happens to a water plant out of water? Intended Role: Instructor STEM uConnect Lab Placemat: How can you make a model of a plant? Intended Role: Instructor Teacher Support: How can you make a model of a plant? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes hacer el modelo de una planta? Intended Role: Instructor STEM uDemonstrate Lab Placemat: How do the spines of cacti help them? Intended Role: Instructor STEM Mantel individual de túDemuestras: Lab: ¿Cómo ayudan las espinas a los cactus? Intended Role: Instructor uDemonstrate Lab Activity Card: How do the spines of cacti help them? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo ayudan las espinas a los cactus? Intended Role: Instructor Teacher Support: How do the spines of cacti help them? Intended Role: Instructor Quest Check-In Lab Placemat: How are the life cycles alike and different? Intended Role: Instructor Teacher Support: How are the life cycles alike and different? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿En qué se parecen o se diferencian los ciclos de vida? Intended Role: Instructor uInvestigate Lab Placemat: How do plants grow and change? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo crecen y cambian las plantas? Intended Role: Instructor Teacher Support: How do plants grow and change? Intended Role: Instructor uInvestigate Lab Placemat: What do young plants look like? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué aspecto tienen las plantas jóvenes? Intended Role: Instructor Teacher Support: What do young plants look like? Intended Role: Instructor uInvestigate Lab Placemat: How do nests protect eggs? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo protegen los nidos a los huevos? Intended Role: Instructor Teacher Support: How do nests protect eggs? Intended Role: Instructor uDemonstrate Lab Placemat: How do living things change as they grow? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambian los seres vivos al ir creciendo? Intended Role: Instructor uDemonstrate Lab Activity Card: How do living things change as they grow? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambian los seres vivos al ir creciendo? Intended Role: Instructor Teacher Support: How do living things change as they grow? Intended Role: Instructor uConnect Lab Placemat: Which mouse is longer? Intended Role: Instructor Teacher Support: Which mouse is longer? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué rató es más largo? Intended Role: Instructor Elevar las ciencias Libro del maestro con respuestas Grado 1 Intended Role: Instructor Guía de recursos en español Intended Role: Instructor Carta al hogar: El sonido Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes hacer que una regla haga un sonido? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo afecta el tamaño al sonido? Intended Role: Instructor Clave de respuestas de la prueba: Describir el sonido Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes ver el sonido? Intended Role: Instructor Clave de respuestas de la prueba: Producir sonido Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué dice ese sonido? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puede un instrumento enviar un secreto? Intended Role: Instructor Clave de respuestas de la prueba: Los usos del sonido Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Qué instrumentos puedes usar para hacer sonido? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Qué instrumentos puedes usar para hacer sonido? Intended Role: Instructor Clave de respuestas del examen: El sonido Intended Role: Instructor Carta al hogar: La luz Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué necesitas para ver objetos? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pasa cuando un objeto tapa la luz? Intended Role: Instructor Clave de respuestas de la prueba: Observar la luz Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo afectan la luz los materiales? Intended Role: Instructor Clave de respuestas de la prueba: La luz y la materia Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes usar la luz para ver? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puedes enviar mensajes secretos? Intended Role: Instructor Clave de respuestas de la prueba: Los usos de la luz Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedo cambiar un material transparente? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedo cambiar un material transparente? Intended Role: Instructor Clave de respuestas del examen: La luz Intended Role: Instructor Carta al hogar: El cielo y la Tierra Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Hacia dónde apuntará? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Por qué es difícil ver las estrellas de día? Intended Role: Instructor Clave de respuestas de la prueba: Observar el cielo Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes observar los patrones del Sol? Intended Role: Instructor Clave de respuestas de la prueba: Los patrones en el cielo Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo causa el Sol las estaciones? Intended Role: Instructor Clave de respuestas de la prueba: Cambios en los días y las estaciones Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambian las sombras? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambian las sombras? Intended Role: Instructor Clave de respuestas del examen: El cielo y la Tierra Intended Role: Instructor Carta al hogar: El estado del tiempo y las estaciones Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Hacia dónde sopla el viento? Intended Role: Instructor Clave de respuestas de la prueba: Tipos de estado del tiempo Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer que llueva? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo afecta la estación a la cantidad de horas de luz solar? Intended Role: Instructor Clave de respuestas de la prueba: Cambios en el tiempo y las estaciones Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambia el tiempo en una semana? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambia el tiempo en una semana? Intended Role: Instructor Clave de respuestas del examen: El estado del tiempo y las estaciones Intended Role: Instructor Carta al hogar: Los seres vivos Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes hacer el modelo de una planta? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué aspecto tienen las partes de una planta? Intended Role: Instructor Clave de respuestas de la prueba: Las partes de las plantas Intended Role: Instructor STEM Mantel individual de túInvestigas: Lab: ¿Cómo ayudan los bigotes a un gato? Intended Role: Instructor Clave de respuestas de la prueba: Las partes de los animales Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pueden aprender las personas de la cáscara de una bellota? Intended Role: Instructor Clave de respuestas de la prueba: Aprender de las plantas y los animales Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué le pasa a una planta acuática fuera del agua? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo se protegen las liebres nivales? Intended Role: Instructor Clave de respuestas de la prueba: Lugares donde viven las plantas y los animales Intended Role: Instructor STEM Mantel individual de túDemuestras: Lab: ¿Cómo ayudan las espinas a los cactus? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo ayudan las espinas a los cactus? Intended Role: Instructor Clave de respuestas del examen: Los seres vivos Intended Role: Instructor Carta al hogar: Los padres y sus hijos Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué rató es más largo? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo crecen y cambian las plantas? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿En qué se parecen o se diferencian los ciclos de vida? Intended Role: Instructor Clave de respuestas de la prueba: Ciclos de vida de las plantas y los animales Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué aspecto tienen las plantas jóvenes? Intended Role: Instructor Clave de respuestas de la prueba: Observar a los padres y sus hijos Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo protegen los nidos a los huevos? Intended Role: Instructor Clave de respuestas de la prueba: Patrones del comportamiento animal Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo cambian los seres vivos al ir creciendo? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo cambian los seres vivos al ir creciendo? Intended Role: Instructor Clave de respuestas del examen: Los padres y sus hijos Intended Role: Instructor Clave de respuestas del Examen de referencia: Ciencias de la vida Intended Role: Instructor Clave de respuestas del Examen de referencia: Ciencias de la Tierra Intended Role: Instructor Clave de respuestas del Examen de referencia: Ciencias físicas Intended Role: Instructor Clave de respuestas del Examen de fin de año Intended Role: Instructor Phenomena & STEM/Engineering Reader Lesson Plans Intended Role: Instructor Elevate Science Grade 1 Teacher eText Intended Role: Instructor eText Container Elevate Science Grade 1 Student eText