Unit Overview/Summary - FOCUS: SummaryThe unit organizes performance expectations with a focus on the theme of observing objects with sight and hearing. Instruction developed from this unit should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations.Connections between bundle DCIsThe idea that seasonal patterns of sunrise and sunset can be observed, described, and predicted (ESS1.B as in 1-ESS1-2) connects to the concept that the patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (ESS1.A as in 1-ESS1-1). These ideas also connect to the concept that objects can be seen if light is available to illuminate them or if they give off their own light (1-PS4-2).The concept of how objects can be seen can also connect to the idea that people also use a variety of devices to communicate (send and receive information) over long distances (PS4.C as in 1-PS4-4). Ideas about communication devices also connect to the concept that sound can make matter vibrate, and vibrating matter can make sound (PS4.A as in 1-PS4-1).The engineering design idea that a situation that people want to change or create can be approached as a problem to be solved through engineering (ETS1.A as in K-2-ETS1-1) could be applied to different science concepts, such as to the concept that sound can make matter vibrate, and vibrating matter can make sound (PS4.A as in 1-PS4-1), and to the concept that people also use a variety of devices to communicate (send and receive information) over long distances (PS4.C as in 1-PS4-4).Connections can be made through engineering tasks such as a task in which students identify devices they, or their families, may use that have been created to solve the problem of communicating over long distances, through a task in which students are challenged to create an instrument that uses vibrations to make sound, or through a task in which students try to make something move with vibrations created by sound. Additionally, students could connect these science concepts to the idea that because there is always more than one possible solution to a problem, it is useful to compare and test designs (ETS1.C as in K-2-ETS1- 3). For example, students could test the instruments they created, or they can compare different devices for how well the device allows people to communicate over long distances.Unit Science and Engineering PracticesInstruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-2- ETS1-1), planning and carrying out investigations (1-PS4-1 and 1-ESS1-2), analyzing and interpreting data (1-ESS1-1), and constructing explanations and designing solutions (1-PS4-2 and 1-PS4-4). Many other practice elements can be used in instruction.Unit Crosscutting ConceptsInstruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (1-ESS1-1 and 1-ESS1-2) and Cause and Effect (1-PS4-1 and 1-PS4-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/Summary - FOCUS: The unit organizes performance expectations with a focus on the theme of structures and behaviors in organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations.Connections between unit DCIsThe idea of seasonal patterns of sunrise and sunset (ESS1.B as in 1-ESS1-2) can be connected to the idea that plants have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow (LS1.A as in 1-LS1-1) through the concept of sunlight, which varies by season and is captured by plants, mostly through their leaves so that they can grow and survive. The idea of organism survival also connects to the concept that, in many kinds of animals, parents and their offspring engage in behaviors that help the offspring survive (LS1.B as in 1-LS1-2).This concept connects to the idea that young animals are very much, but not exactly like, their parents (LS3.A as in 1-LS3-1). The engineering design idea that designs can be conveyed through sketches, drawings, or physical models (ETS1.B as in K-2-ETS1-2) could be applied to multiple concepts such as that plants have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow (LS1.A as in 1-LS1-1) or that animals respond to inputs with behaviors that help them survive (LS1.D as in 1-LS1-1).Connections could be made through tasks such as one in which students are asked to design a structure that mimics a way in which a plant part helps it grow and survive. Students can share their design ideas through sketches, drawings, or physical models. Another connection could be through a task in which students design a device that has different responses for different inputs, and then students can compare their device to an animal’s response to the same inputs.Unit Science and Engineering PracticesInstruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-2- ETS1-1), planning and carrying out investigations (1-ESS1-2), developing and using models (K-2-ETS1-2), analyzing and interpreting data (1-ESS1-1), constructing explanations and designing solutions (1-LS1-1 and 1-LS3-1), and obtaining, evaluating, and communicating information (1-LS1-2). Many other practice elements can be used in instruction.Unit Crosscutting ConceptsInstruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (1-ESS1-2, 1-LS3-1, and 1-LS1-2), Structure and Function (K-2-ETS1-2 and 1-LS1-2), and Cause and Effect (1-PS4-1). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations with a focus on helping students understand changes that occur on and to land. Instruction developed from this bundle should always maintain the three-dimensional nature of the standards, and is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The idea that maps show where things are located and the shapes and kinds of land and water in any area (ESS2.B as in 2-ESS2-2) can connect to the idea that wind and water can change the shape of the land (ESS2.A as in 2-ESS2-1). The idea that the shape of the land can change connects to the concept that some events happen very quickly, and others occur very slowly, over a time period much longer than one can observe (ESS1.C as in 2-ESS1-1). The idea that wind and water can change land can also connect to the idea that different properties are suited to different purposes (PS1.A as in 2-PS1-2 and 2-PS1-3), since water can change some parts of land that wind cannot. The idea that the land can change shape can connect to the idea that a great variety of objects can be built up from a small set of pieces (PS1.A as in 2-PS1-3), since the same pieces of dirt and sand can create different shapes of land. The engineering design idea that because there is always more than one possible solution to a problem, it is useful to compare and test designs (ETS1.C as in K-2- ETS1-3) can connect to multiple science ideas, such as that wind and water can change the shape of the land (ESS2.A as in 2-ESS2-1) and that some events happen very quickly; others occur very slowly, over a time period much longer than one can observe (ESS1.C as in 2-ESS1-1). The first connection could be made by having students compare a variety of designs that are intended to prevent a river from changing the land of the riverbank. The second connection could be made by having students compare designs intended to prevent danger from a quick event, such as a rockslide. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of developing and using models (2-ESS2-2); analyzing and interpreting data (2-PS1-2 and K-2-ETS1-3); and constructing explanations and designing solutions (2-ESS1-1 and 2-ESS2-1). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (2-ESS2-2); Cause and Effect (2-PS1-2); and Stability and Change (2-ESS1-1 and 2-ESS2-1). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimension

Unit Overview/Summary - FOCUS: SummaryThe unit organizes performance expectations with a focus on helping students understand changes that occur on and to land. Instruction developed from this bundle should always maintain the three-dimensional nature of the standards, and is not limited to the practices and concepts directly linked with any of the unit performance expectations.Connections between unit Disciplinary Core Ideas (DCIs)  The idea that maps show where things are located and the shapes and kinds of land and water in any area (ESS2.B as in 2-ESS2-2) can connect to the idea that wind and water can change the shape of the land (ESS2.A as in 2-ESS2-1). The idea that the shape of the land can change connects to the concept that some events happen very quickly, and others occur very slowly, over a time period much longer than one can observe (ESS1.C as in 2-ESS1-1). The idea that wind and water can change land can also connect to the idea that different properties are suited to different purposes (PS1.A as in 2-PS1-2 and 2-PS1-3), since water can change some parts of land that wind cannot. The idea that the land can change shape can connect to the idea that a great variety of objects can be built up from a small set of pieces (PS1.A as in 2-PS1-3), since the same pieces of dirt and sand can create different shapes of land. The engineering design idea that because there is always more than one possible solution to a problem, it is useful to compare and test designs (ETS1.C as in K-2- ETS1-3) can connect to multiple science ideas, such as that wind and water can change the shape of the land (ESS2.A as in 2-ESS2-1) and that some events happen very quickly; others occur very slowly, over a time period much longer than one can observe (ESS1.C as in 2-ESS1-1). The first connection could be made by having students compare a variety of designs that are intended to prevent a river from changing the land of the riverbank. The second connection could be made by having students compare designs intended to prevent danger from a quick event, such as a rockslide.Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of developing and using models (2-ESS2-2); analyzing and interpreting data (2-PS1-2 and K-2-ETS1-3); and constructing explanations and designing solutions (2-ESS1-1 and 2-ESS2-1). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (2-ESS2-2); Cause and Effect (2-PS1-2); and Stability and Change (2-ESS1-1 and 2-ESS2-1). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimension.

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations with a focus on helping students understand the needs of plants. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and is not limited to the practices and concepts directly linked with any of the bundle performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The concept that plants depend on animals for pollination or to move their seeds around (LS2.A as in 2-LS2-2) connects to the concept that plants depend on water and light to grow (LS2.A as in 2-LS2-1), as both ideas are about plant needs. The engineering design idea that designs can be conveyed through sketches, drawings, or physical models (ETS1.B as in K-2-ETS1-2 and 2-LS2-2) can be connected to multiple science concepts, such as that plants depend on animals for pollination or to move their seeds around (LS2.A as in 2-LS2-2) and that plants depend on water and light to grow (LS2.A as in 2-LS2-1). The first connection could be made through challenging students to draw a design of a way to increase the dispersal of grass seeds that move by sticking to animals’ fur. And the second connection could be made by students designing and then drawing a garden or greenhouse, showing how the needs for water and light are met. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (2-LS2-1) and developing and using models (2-LS2-2 and K-2-ETS1-2). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Cause and Effect (2-PS1-4 and 2-LS2- 1) and Structure and Function (2-LS2-2 and K-2-ETS1-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/Summary - FOCUS: SummaryThe unit organizes performance expectations with a focus on helping students understand the needs of plants. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and is not limited to the practices and concepts directly linked with any of the bundle performance expectations.Connections between unit Disciplinary Core Ideas (DCIs)  The concept that plants depend on animals for pollination or to move their seeds around (LS2.A as in 2-LS2-2) connects to the concept that plants depend on water and light to grow (LS2.A as in 2-LS2-1), as both ideas are about plant needs. The engineering design idea that designs can be conveyed through sketches, drawings, or physical models (ETS1.B as in K-2-ETS1-2 and 2-LS2-2) can be connected to multiple science concepts, such as that plants depend on animals for pollination or to move their seeds around (LS2.A as in 2-LS2-2) and that plants depend on water and light to grow (LS2.A as in 2-LS2-1).The first connection could be made through challenging students to draw a design of a way to increase the dispersal of grass seeds that move by sticking to animals’ fur. And the second connection could be made by students designing and then drawing a garden or greenhouse, showing how the needs for water and light are met.Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (2-LS2-1) and developing and using models (2-LS2-2 and K-2-ETS1-2). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Cause and Effect (2-PS1-4 and 2-LS2- 1) and Structure and Function (2-LS2-2 and K-2-ETS1-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/SummarySummary The unit organizes performance expectations with a focus on helping students build understanding of patterns and the effects of water. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and is not limited to the practices and concepts directly linked with any of the unit performance expectations.Connections between unit Disciplinary Core Ideas (DCIs)  The idea that heating or cooling a substance may cause changes that can be observed (PS1.B as in 2-PS1-4) connects to the idea that different kinds of matter exist and many of them can be either solid or liquid, depending on temperature (PS1.A as in 2-PS1-1). These concepts both connect to the idea that water exists as solid ice and in liquid form (ESS2.C as in 2-ESS2-3). Through the topic of water, these ideas also connect to the concepts that there are many kinds of living things in any area, and they exist in different places on land and in water (LS4.D as in 2-LS4-1), and that one can map the shapes and kinds of land and water in any area (ESS2.B as in 2-ESS2-2). The engineering design idea that asking questions, making observations, and gathering information are helpful in thinking about problems (ETS1.A as in K-2-ETS1-1) could connect to multiple science concepts, such as that different kinds of matter exist and many of them can be either solid or liquid, depending on temperature (PS1.A as in 2-PS1-1) or that there are many different kinds of living things in any area, and they exist in different places on land and in water (LS4.D as in 2-LS4-1). The first connection could be made by having students ask questions, make observations, and gather information about different kinds of matter and their states before designing a solution to a problem that involves matter. The second connection could be made when students are given a problem to solve regarding animal habitats. Before attempting to solve the problem, students will want to ask questions, make observations, and gather information about the many kinds of living things in the given area.Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-2-ETS1- 1); developing and using models (2-ESS2-2); planning and carrying out investigations (2-LS4-1 and 2-PS1-1); engaging in argument from evidence (2-PS1-4); and obtaining, evaluating, and communicating information (2-ESS2-3). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Instruction leading to this unitof PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (2-ESS2-2, 2-ESS2-3, and 2- PS1-1) and Cause and Effect (2-PS1-4). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/SummarySummary The unit organizes performance expectations with a focus on helping students build understanding of patterns and the effects of water. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and is not limited to the practices and concepts directly linked with any of the unit performance expectations.Connections between unit Disciplinary Core Ideas (DCIs)  The idea that heating or cooling a substance may cause changes that can be observed (PS1.B as in 2-PS1-4) connects to the idea that different kinds of matter exist and many of them can be either solid or liquid, depending on temperature (PS1.A as in 2-PS1-1). These concepts both connect to the idea that water exists as solid ice and in liquid form (ESS2.C as in 2-ESS2-3).Through the topic of water, these ideas also connect to the concepts that there are many kinds of living things in any area, and they exist in different places on land and in water (LS4.D as in 2-LS4-1), and that one can map the shapes and kinds of land and water in any area (ESS2.B as in 2-ESS2-2).The engineering design idea that asking questions, making observations, and gathering information are helpful in thinking about problems (ETS1.A as in K-2-ETS1-1) could connect to multiple science concepts, such as that different kinds of matter exist and many of them can be either solid or liquid, depending on temperature (PS1.A as in 2-PS1-1) or that there are many different kinds of living things in any area, and they exist in different places on land and in water (LS4.D as in 2-LS4-1). The first connection could be made by having students ask questions, make observations, and gather information about different kinds of matter and their states before designing a solution to a problem that involves matter. The second connection could be made when students are given a problem to solve regarding animal habitats. Before attempting to solve the problem, students will want to ask questions, make observations, and gather information about the many kinds of living things in the given area.Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-2-ETS1- 1); developing and using models (2-ESS2-2); planning and carrying out investigations (2-LS4-1 and 2-PS1-1); engaging in argument from evidence (2-PS1-4); and obtaining, evaluating, and communicating information (2-ESS2-3). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Instruction leading to this unitof PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (2-ESS2-2, 2-ESS2-3, and 2- PS1-1) and Cause and Effect (2-PS1-4). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations.  Connections between unit Disciplinary Core Ideas (DCIs)  The idea that being part of a group helps animals obtain food, defend themselves, and cope with changes (LS2.D as in 3-LS2-1) connects to the idea that for any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all (LS4.C as in 3-LS4-3) in that both ideas are about the survival of kinds of organisms. These ideas can also connect to survival of individuals within a group and that sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing (LS4.B as in 3-LS4-2).  In order to identify the differences in characteristics between individuals that may provide an advantage, it is helpful to look at the patterns of variation of a given characteristic among individuals in a species (e.g., longer or shorter thorns on individual plants, dark or light coloration of animals). And through the concept of patterns, this bundle also gives an opportunity to continue the study of the idea that scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next (ESS2.D as in 3-ESS2-1). The idea of weather patterns can also connect to the idea that a variety of natural hazards result from natural processes (ESS3.B as in 3-ESS3-1) as some natural hazards are weather related such as hurricanes or flash flooding.  The engineering design idea that research on a problem should be carried out before beginning to design a solution (ETS1.B as in 3-5-ETS1-2) could connect to multiple science concepts, such as that humans cannot eliminate natural hazards but can take steps to reduce their impacts (ESS3.B as in 3-ESS3-1) and that for any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all (LS4.C as in 3-LS4-3). For example, the first connection could be made by having students research a given natural hazard before designing a solution to reduce the impact of that natural hazard. The second connection could be made by having students research the needs of a particular organism before designing an environment where that organism will survive well. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of analyzing and interpreting data (3-ESS2-1), constructing explanations and designing solutions (3-LS4-2 and 3-5-ETS1-2), and engaging in argument from evidence (3-LS2-1, 3-LS4-3, and 3-ESS3-1). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-ESS2-1) and Cause and Effect (3-LS2-1, 3-LS4-2, 3-LS4-3, and 3-ESS3-1). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations.  Connections between unit Disciplinary Core Ideas (DCIs)   The idea that some kinds of plants and animals that once lived on Earth are no longer found anywhere (LS4.A as in 3-LS4-1) connects to the idea that when the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die (LS2.C as in 3-LS4-4). And environmental changes can connect to the concept that climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years (ESS2.D as in 3-ESS2-2). Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next (ESS2.D as in 3-ESS2-1). The engineering design idea that the success of a designed solution is determined by considering the desired features of a solution, or criteria (ETS1.A as in 3-5- ETS1-1), could connect to multiple science concepts, such as that scientists can make predictions about what kind of weather might happen next (ESS2.D as in 3- ESS2-1), and that populations live in a variety of habitats and changes in those habitats affect the organisms living there (LS4.D as in 3-LS4-4). The first connection could be made by having students consider the criteria for a solution to a problem caused by bad weather, and the second connection could be made by having students consider the criteria for a solution that mitigates the effect on organisms when a habitat changes. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (3-5- ETS1-1), analyzing and interpreting data (3-LS4-1 and 3-ESS2-1), engaging in argument from evidence (3-LS4-4), and obtaining, evaluating, and communicating information (3-ESS2-2). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs) Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-ESS2-2 and 3-ESS2-1), Scale, Proportion, and Quantity (3-LS4-1), and Systems and System Models (3-LS4-4). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The idea that some kinds of plants and animals that once lived on Earth are no longer found anywhere (LS4.A as in 3-LS4-1) connects to the idea that when the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die (LS2.C as in 3-LS4-4). And environmental changes can connect to the concept that climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years (ESS2.D as in 3-ESS2-2). Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next (ESS2.D as in 3-ESS2-1). The engineering design idea that the success of a designed solution is determined by considering the desired features of a solution, or criteria (ETS1.A as in 3-5- ETS1-1), could connect to multiple science concepts, such as that scientists can make predictions about what kind of weather might happen next (ESS2.D as in 3- ESS2-1), and that populations live in a variety of habitats and changes in those habitats affect the organisms living there (LS4.D as in 3-LS4-4). The first connection could be made by having students consider the criteria for a solution to a problem caused by bad weather, and the second connection could be made by having students consider the criteria for a solution that mitigates the effect on organisms when a habitat changes. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (3-5- ETS1-1), analyzing and interpreting data (3-LS4-1 and 3-ESS2-1), engaging in argument from evidence (3-LS4-4), and obtaining, evaluating, and communicating information (3-ESS2-2). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-ESS2-2 and 3-ESS2-1), Scale, Proportion, and Quantity (3-LS4-1), and Systems and System Models (3-LS4-4). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)   Although objects in contact exert forces on each other (PS2.B as in 3-PS2-1), electric and magnetic forces between a pair of objects do not require that the objects be in contact (PS2.B as in 3-PS2-3 and 3-PS2-4). An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion (PS2.A as in 3-PS2-1). The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it (PS2.A as in 3-PS2-2). Unit Science and Engineering Practices (SEPs) Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (3-PS2-3 and 3-PS2-4) and planning and carrying out investigations (3-PS2-1 and 3-PS2-2). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-PS2-2) and Cause and Effect (3-PS2-1 and 3-PS2-3). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  Although objects in contact exert forces on each other (PS2.B as in 3-PS2-1), electric and magnetic forces between a pair of objects do not require that the objects be in contact (PS2.B as in 3-PS2-3 and 3-PS2-4). An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion (PS2.A as in 3-PS2-1). The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it (PS2.A as in 3-PS2-2). Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (3-PS2-3 and 3-PS2-4) and planning and carrying out investigations (3-PS2-1 and 3-PS2-2). Many other practice elements can be used in instruction.. Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-PS2-2) and Cause and Effect (3-PS2-1 and 3-PS2-3). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  NGSS Disciplinary Core Ideas (DCIs ) are fundamental scientific ideas that form the content of an NGSS curriculum.  They cover four domains: physical science, life science, earth, and space science, as well as engineering, technology, and applications of science. NGSS core ideas represent the main domains of factual understanding that students should develop within each discipline.The idea that being part of a group helps animals obtain food, defend themselves, and cope with changes (LS2.D as in 3-LS2-1) connects to the idea that reproduction is essential to the continued existence of every kind of organism (LS1.B as in 3-LS1-1) through the concept of survival of organisms. Reproduction also connects to the concept of inheritance and that many characteristics of organisms are inherited from their parents (LS3.A as in 3-LS3-1). Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment (LS3.A as in 3-LS3-2).  All the previous concepts also connect to each other through the concept of patterns: patterns of reproduction and life cycles across organisms, and patterns of characteristics of organisms, both inherited and from interactions with the environment. The concept of patterns also allows students to begin studying the idea that scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next (ESS2.D as in 3-ESS2-1). This idea will be further developed in subsequent unit. Unit Science and Engineering Practices (SEPs)The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.Instruction leading to this unit of performance expecations (PEs) will help students build toward proficiency in elements of the practices of developing and using models (3-LS1-1), analyzing and interpreting data (3-LS3-1 and 3-ESS2-1), constructing explanations and designing solutions (3-LS3-2), and engaging in argument from evidence (3-LS2-1). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of performance expecations (PEs) will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-LS1-1, 3-LS3-1, and 3- ESS2-1) and Cause and Effect (3-LS2-1 and 3-LS3-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  NGSS Disciplinary Core Ideas (DCIs ) are fundamental scientific ideas that form the content of an NGSS curriculum.  They cover four domains: physical science, life science, earth, and space science, as well as engineering, technology, and applications of science. NGSS core ideas represent the main domains of factual understanding that students should develop within each discipline.The idea that being part of a group helps animals obtain food, defend themselves, and cope with changes (LS2.D as in 3-LS2-1) connects to the idea that reproduction is essential to the continued existence of every kind of organism (LS1.B as in 3-LS1-1) through the concept of survival of organisms. Reproduction also connects to the concept of inheritance and that many characteristics of organisms are inherited from their parents (LS3.A as in 3-LS3-1). Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment (LS3.A as in 3-LS3-2).  All the previous concepts also connect to each other through the concept of patterns: patterns of reproduction and life cycles across organisms, and patterns of characteristics of organisms, both inherited and from interactions with the environment. The concept of patterns also allows students to begin studying the idea that scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next (ESS2.D as in 3-ESS2-1). This idea will be further developed in subsequent unit. Unit Science and Engineering Practices (SEPs)The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.Instruction leading to this unit of performance expecations (PEs) will help students build toward proficiency in elements of the practices of developing and using models (3-LS1-1), analyzing and interpreting data (3-LS3-1 and 3-ESS2-1), constructing explanations and designing solutions (3-LS3-2), and engaging in argument from evidence (3-LS2-1). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of performance expecations (PEs) will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-LS1-1, 3-LS3-1, and 3- ESS2-1) and Cause and Effect (3-LS2-1 and 3-LS3-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations around the theme of energy transfer and information transmission. Instruction developed from this unit should always maintain the three-dimensional nature of the standards, but recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The idea that energy can be moved from place to place by moving objects or through sound, light, or electric currents (PS3.A as in 4-PS3-2) connects to the idea that electric currents can be used locally to produce motion, sound, heat, or light; the currents may have been produced to begin with by transforming the energy of motion into electrical energy (PS3.B as in 4-PS3-4).  Just as energy can be transferred from place to place, digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa (PS4.C as in 4-PS4-3) Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (4-PS3- 2) and constructing explanations and designing solutions (4-PS3-4 and 4-PS4-3). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (4-PS4-3) and Energy and Matter (4-PS3-2 and 4-PS3-4). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary: Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The idea that energy can be moved from place to place by moving objects or through sound, light, or electric currents (PS3.A as in 4-PS3-2) connects to the idea that electric currents can be used locally to produce motion, sound, heat, or light; the currents may have been produced to begin with by transforming the energy of motion into electrical energy (PS3.B as in 4-PS3-4).  Just as energy can be transferred from place to place, digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa (PS4.C as in 4-PS4-3) Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (4-PS3- 2) and constructing explanations and designing solutions (4-PS3-4 and 4-PS4-3). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs) Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (4-PS4-3) and Energy and Matter (4-PS3-2 and 4-PS3-4). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations.  Connections between unit Disciplinary Core Ideas (DCIs)    The concept that the faster a given object is moving, the more energy it possesses (PS3.A as in 4-PS3-1) connects to many other ideas about energy in this unit, including the idea that energy is present whenever there are moving objects (PS3.B as in 4-PS3-3), and that when objects collide, the contact forces transfer energy so as to change the objects’ motion (PS3.C as in 4-PS3-3).  The engineering design idea that different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints (ETS1.C as in 3-5-ETS1-3) can be applied to multiple science concepts in this unit, such as that the faster a given object is moving, the more energy it possesses (PS3.A as in 4-PS3-1) and when objects collide, energy can be transferred from one object to another, thereby changing their motion (PS3.A as in 4-PS3- 3). Connections could be made through engineering design challenges, such as one in which students attempt to reduce or increase the amount of energy a moving object has, or one in which students attempt to reduce or increase the amount of energy transferred from one object to another in a collision. In either case, different student solutions could be tested to determine which best meets the criteria within the identified constraints. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (4-PS3- 3), developing and using models (4-PS4-1), planning and carrying out investigations (3-5-ETS1-3), and constructing explanations and designing solutions (4-PS3- 1). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (4-PS4-1) and Energy and Matter (4-PS3-1 and 4-PS3-3). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary: Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The concept that the faster a given object is moving, the more energy it possesses (PS3.A as in 4-PS3-1) connects to many other ideas about energy in this bundle, including the idea that energy is present whenever there are moving objects (PS3.B as in 4-PS3-3), and that When objects collide, the contact forces transfer energy so as to change the objects’ motion (PS3.C as in 4-PS3-3).  The engineering design idea that different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints (ETS1.C as in 3-5-ETS1-3) can be applied to multiple science concepts in this bundle, such as that the faster a given object is moving, the more energy it possesses (PS3.A as in 4-PS3-1) and when objects collide, energy can be transferred from one object to another, thereby changing their motion (PS3.A as in 4-PS3- 3). Connections could be made through engineering design challenges, such as one in which students attempt to reduce or increase the amount of energy a moving object has, or one in which students attempt to reduce or increase the amount of energy transferred from one object to another in a collision. In either case, different student solutions could be tested to determine which best meets the criteria within the identified constraints. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (4-PS3- 3), developing and using models (4-PS4-1), planning and carrying out investigations (3-5-ETS1-3), and constructing explanations and designing solutions (4-PS3- 1). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (4-PS4-1) and Energy and Matter (4-PS3-1 and 4-PS3-3). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Unit Overview/Summary:  Summary  The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The idea that when waves move across the surface of deep water, there is no net motion in the direction of the wave except when the water meets a beach (PS4.A as in 4-PS4-1) connects to the idea that a variety of hazards results from natural processes such as tsunamis, earthquakes, volcanic eruptions (ESS3.B as in 4-ESS3- 2). The idea that most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans (ESS2.B as in 4-ESS2-2) also connects to the idea that humans cannot eliminate the hazards but can take steps to reduce their impacts (ESS3.B as in 4-ESS3-2). This concept that humans can affect the natural world and can change the way it affects us could also connect to the idea that energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways (ESS3.A as in 4-ESS3-1). The engineering design idea that communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (ETS1.B as in 3-5-ETS1-2) could be applied to multiple science concepts, such as that energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways (ESS3.A as in 4-ESS3-1) and that humans cannot eliminate the hazards from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions) but can take steps to reduce their impacts (ESS3.B as in 4-ESS3-2). Connections could be made through tasks such as identifying solutions to reduce human impacts on the environment from energy and fuel use, and identifying solutions that reduce the impacts of hazards from natural processes. For either connection, students should communicate with their peers about solutions and reflect on how such communication can lead to improved solutions. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of developing and using models (4-PS4-1), planning and carrying out investigations (4-ESS2-1), analyzing and interpreting data (4-ESS2-2), and constructing explanations and designing solutions (4-ESS3-2 and 3-5-ETS1-2), and obtaining, evaluating, and communicating information (4-ESS3-1). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (4-PS4-1 and 4-ESS2-2) and Cause and Effect (4-ESS3-1 and 4-ESS3-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.