Organization: SAVVAS Product Name: California Elevate Science Segments Grade 1 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-ceaaa34a-8a90-3b4c-9f33-c16d72a01b32 Timestamp: Monday, December 28, 2020 09:45 AM 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: 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 Plan and conduct investigations collaboratively to produce evidence to answer a question. - K-2-SEP-3.b Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. - K-2-SEP-6.a Define a simple problem that can be solved through the development of a new or improved object or tool. - K-2-SEP-1.c Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. - K-2-SEP-4.c Use materials to design a device that solves a specific problem or a solution to a specific problem. - K-2-SEP-6.b 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 Ask questions based on observations to find more information about the natural and/or designed world(s). - K-2-SEP-1.a Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. - 1-LS3-A-1 Make observations (firsthand or from media) 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 Develop a 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 Use materials to design a solution 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 Use observations of the sun, moon, and stars to describe patterns that can be predicted. - 1-ESS1-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. - 1-LS3-1 Make observations at different times of year to relate the amount of daylight to the time of year. - 1-ESS1-2 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. - 1-PS4-1 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. - 1-PS4-3 Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. - 1-PS4-2 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 Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. - 1-ESS1-A-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. - 1-LS1-B-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-A-1 Seasonal patterns of sunrise and sunset can be observed, described, and predicted. - 1-ESS1-B-1 Sound can make matter vibrate, and vibrating matter can make sound. - 1-PS4-A-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 Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from 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 Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary) - K-ETS1-A-2 Objects can be seen if light is available to illuminate them or if they give off their own light. - 1-PS4-B-1 List of all Files Validated: imsmanifest.xml I_00041bdd-51e2-34d5-9e78-764d48356205_1_R/BasicLTI.xml I_00041bdd-51e2-34d5-9e78-764d48356205_R/BasicLTI.xml I_0033112d-40dc-3484-875d-5dbff141ca9a_1_R/BasicLTI.xml I_004c8c3e-b97d-3d8a-b1af-6c43334a9f49_R/BasicLTI.xml I_00b82516-8242-3d07-847a-4f954cc586d1_1_R/BasicLTI.xml I_00b83b0d-fa9d-319c-9952-5cebe1f16154_1_R/BasicLTI.xml I_00d3fa43-4335-38e1-87ae-2eb7bfc9e259_R/BasicLTI.xml I_00ec041e-fca6-39f0-992d-5a39b7caf82c_R/BasicLTI.xml I_00fe85ea-7c6f-3794-8d4a-aafed48995e7_R/BasicLTI.xml I_0137cb57-8041-3997-b6d9-fd13c600355c_R/BasicLTI.xml I_01de4022-4d2f-3e68-8072-e644b249d1c8_1_R/BasicLTI.xml I_01de4022-4d2f-3e68-8072-e644b249d1c8_R/BasicLTI.xml I_02202185-37dd-3653-ad0e-8f3b49ff596e_1_R/BasicLTI.xml I_02768a8f-d390-34c9-a2d1-c8e56aeeb80e_R/BasicLTI.xml 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I_ffdd9013-568c-3686-b4fd-c8f66aedabb2_3_R/BasicLTI.xml Title: California Elevate Science Segments Grade 1 Welcome to Your Digital Course California Review Documents Using Sources What Evidence? Practice Using Evidence: Color Changes Practice Using Evidence Answer Key: Color Changes Professional Development UDL Rubrics OER Materials Effective Use of Library and Media Resources Suggestions for Appropriate Use of Technology Instructional Segment 1 Spotlight: How do young California condors survive? Presentation: Gr 1 Anchoring Phenomenon IS 1 Curriculum Standards: 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. Anchoring Phenomenon eText: How do young California condors survive? Before the Topic eText: How do young California condors survive? Revisit the Anchoring Phenomenon eText: How do young California condors survive? Biographies: Scientists and Engineers Segment 1 Curriculum Standards: 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 objects in darkness can be seen only when illuminated. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. Topic 1: Living Things Topic Launch: Living Things Editable Diagnostic 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. 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. Diagnostic 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. 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. eText: 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. Ask questions based on observations to find more information about the natural and/or designed world(s). Plan and conduct investigations collaboratively to produce evidence to answer a question. Make observations (firsthand or from media) to collect data that can be used to make comparisons. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. eText Quest Kickoff: 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. 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Kickoff: 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. 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Checklist: 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. 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Rubric: 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. 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. eText: Compare and Contrast eText: STEM uConnect Lab: How can you make a model of a plant? 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. STEM uConnect Lab: How can you make a model of a plant? 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. Additional Resources Song: 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Coloring Activity: 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Lesson 1: Plant Parts Engage 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. Explore uInvestigate Lab eText: What do the parts of a plant look like? 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. uInvestigate Lab Placemat: What do the parts of a plant look like? 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. uInvestigate Lab: What do the parts of a plant look like? 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. Explain and Elaborate eText: 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. Video: 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. 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. Worksheet: Leaf Shapes Evaluate eText: Quest Check-In: Roots Help Plants Survive 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. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, 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: 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. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, 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. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Lesson 2: Animal Parts Engage 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. Explore 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. STEM uInvestigate Lab eText: How do whiskers help a cat? 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. STEM uInvestigate Lab: How do whiskers help a cat? 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. Explain and Elaborate eText: 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. Video: 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. 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. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, 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. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Worksheet: Hunter or Hunted? Evaluate eText: Quest Check-In: Different Shapes, Different Uses 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. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, 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: 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. 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. Lesson 3: People Learn from Plant and Animal Parts Engage 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. Explore 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. uInvestigate Lab eText: What can people learn from an acorn shell? Curriculum Standards: 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. uInvestigate Lab: What can people learn from an acorn shell? Curriculum Standards: 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. Explain and Elaborate eText: People Learn from Plant and 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Video: People Learn from Plant and 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Worksheet: Biomimicry Evaluate eText: Quest Check-In: A Sticky Invention 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. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, 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 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Quest Check-In Lab: How do snowshoe hares stay safe? Curriculum Standards: 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Editable Quiz: People Learn from Plant and 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. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Quiz: People Learn from Plant and 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. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Topic Close: Living Things Literature: Get the Egg! Curriculum Standards: Ask questions, make observations, and gather information about a situation 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) Medical Research: Learning with Games eText: STEM Math Connection: Order Objects by Length Curriculum Standards: 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. 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. eText: Career Connection: Bioengineer Curriculum Standards: Scientists use different ways to study the world. eText: Living Things Evidence-Based Assessment 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. Editable Test: Living Things Curriculum Standards: 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 objects in darkness can be seen only when illuminated. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given 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. Ask questions, make observations, and gather information about a situation 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) Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. Define a simple problem that can be solved through the development of a new or improved object or tool. Test: Living Things Curriculum Standards: 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 objects in darkness can be seen only when illuminated. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given 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. Ask questions, make observations, and gather information about a situation 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) Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. Define a simple problem that can be solved through the development of a new or improved object or tool. STEM uDemonstrate Lab eText: How do the spines of cacti help them? 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. uDemonstrate Rubric: How do the spines of cacti help them? STEM uDemonstrate Lab: How do the spines of cacti help them? 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. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Topic 2: Parents and Offspring Topic Launch: Parents and Offspring Editable Diagnostic Test: Parents and Offspring 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. 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. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Diagnostic Test: Parents and Offspring 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. 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. Adult plants 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: Parents and Offspring Curriculum Standards: 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. eText Quest Kickoff: Find the Parents Curriculum Standards: 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. Quest Kickoff: Find the Parents Curriculum Standards: 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. Quest Checklist: Find the Parents Curriculum Standards: 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. Quest Rubric: Find the Parents Curriculum Standards: 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. eText: Main Idea and Details Curriculum Standards: 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. eText: uConnect Lab: Which mouse is longer? Curriculum Standards: 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. uConnect Lab: Which mouse is longer? Curriculum Standards: 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. Additional Resources Song: Hi, Little Turtle! Curriculum Standards: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their paren