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. 

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)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 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. 

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 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 rainfall, water, ice, wind, and living organisms help to shape the land (ESS2.A as in 4-ESS2-1) connects to the idea waves, which are regular patterns of motion, can be made in water by disturbing the surface, and can cause objects to move (PS4.A as in 4-PS4-1).  Another concept related to affecting the land is that living things affect the physical characteristics of their regions (ESS2.E as in 4-ESS2-1). And the relationship between living things and the land connects to the ideas that the presence and location of certain fossil types indicate the order in which rock layers were formed (ESS1.C as in 4-ESS1-1), and that rainfall affects the types of living things found in a region (ESS2.A as in 4-ESS2-1).  The engineering design idea that testing a solution involves investigating how well it performs under a range of likely conditions (ETS1.B as in 3-5-ETS1-2) could be applied to multiple science concepts such as that water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around (ESS2.A as in 4-ESS2-1), and that waves can cause objects to move (PS4.A as in 4-PS4-1). Connections could be made through tasks such as by having students design a solution to reduce effects of erosion by wind, or by having students design a solution to ocean waves moving beach sand. Either kind of design should be tested within a range of likely conditions since rates of erosion can vary, as can the size of waves. 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), and constructing explanations and designing solutions (4-ESS1-1 and 3-5-ETS1-2). 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 (4-PS4-1 and 4-ESS1-1) and Cause and Effect (4-ESS2-1). 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 rainfall, water, ice, wind, and living organisms help to shape the land (ESS2.A as in 4-ESS2-1) connects to the idea waves, which are regular patterns of motion, can be made in water by disturbing the surface, and can cause objects to move (PS4.A as in 4-PS4-1).  Another concept related to affecting the land is that living things affect the physical characteristics of their regions (ESS2.E as in 4-ESS2-1). And the relationship between living things and the land connects to the ideas that the presence and location of certain fossil types indicate the order in which rock layers were formed (ESS1.C as in 4-ESS1-1), and that rainfall affects the types of living things found in a region (ESS2.A as in 4-ESS2-1).  The engineering design idea that testing a solution involves investigating how well it performs under a range of likely conditions (ETS1.B as in 3-5-ETS1-2) could be applied to multiple science concepts such as that water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around (ESS2.A as in 4-ESS2-1), and that waves can cause objects to move (PS4.A as in 4-PS4-1). Connections could be made through tasks such as by having students design a solution to reduce effects of erosion by wind, or by having students design a solution to ocean waves moving beach sand. Either kind of design should be tested within a range of likely conditions since rates of erosion can vary, as can the size of waves. 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), and constructing explanations and designing solutions (4-ESS1-1 and 3-5-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 Patterns (4-PS4-1 and 4-ESS1-1) and Cause and Effect (4-ESS2-1). 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 disciplinary core ideas in this unit are linked through the concept of Earth’s major systems. The idea that matter of any type can be subdivided into particles that are too small to see (PS1.A as in 5-PS1-1) can connect to the concept that Earth’s major systems interact in multiple ways to affect Earth’s surface materials and processes (ESS2.A as in 5-ESS2-1), since matter sometimes moves through the systems as particles that are too small to see.  Earth’s major systems also connect to the concept that nearly all of Earth’s available water is in the ocean, and most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere (ESS2.C as in 5-ESS2-2) as this concept is about the hydrosphere.  The Earth’s major systems are affected by gravity as the gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center (PS2.B as in 5-PS2-1). Finally, the idea that human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, and air also connects to our understanding of Earth’s major systems.  The engineering design concept that different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success (ETS1.A as in 3-5-ETS1-1) could connect to multiple science concepts, such as that the ocean supports a variety of ecosystems and organisms (ESS2.A as in 5- ESS2-1) and that nearly all of Earth’s available water is in the ocean, and most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere (ESS2.C as in 5-ESS2-2). The first connection could be made by having students propose solutions regarding threatened ecosystems that are supported by the ocean. The second connection could be made by having students design processes to locate and identify drinkable water. In either case, students should have an opportunity to compare different proposals on the basis of how well they meet given criteria. 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); developing and using models (5-PS1-1 and 5-ESS2-1); using mathematical and computational thinking (5-ESS2-2); engaging in argument from evidence (5-PS2-1); and obtaining, evaluating, and communicating information (5-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 (5-ESS1-2); Cause and Effect (5-PS2-1); Scale, Proportion, and Quantity (5-PS1-1 and 5-ESS2-2); and Systems and System Models (5-ESS2-1). Many other crosscutting concepts elements can be used in instruction. 

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 matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die (LS2.B as in 5-LS2-1) connects to the idea that matter of any type can be subdivided into particles that are too small to see (PS1.A as in 5-PS1-1) because matter is subdivided into particles as it flows between organisms and the air and soil. The idea that matter flows also connect to the ideas that plants acquire their material for growth chiefly from air and water (LS1.C as in 5-LS1-1) and that food provides animals with the materials they need for body repair and growth (LS1.C in 5-PS3-1).  Just as matter flows, energy can flow as well. As such, the idea that matter can flow connects to the concept that the energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (PS3.D as in 5-PS3-1).  The engineering design concept 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 connect to multiple science concepts, such as that a healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life (LS2.A as in 5-LS2-1) and that gases are made from matter particles that are too small to see and are moving freely around in space (PS1.A as in 5-PS1-1). The first connection could be made through having students share designs for solutions to improve the health of a given ecosystem. The second connection could be made by having students share design for a device that uses the understanding that gases are made from matter particles too small to see. In either case, students should have an opportunity to communicate with their peers throughout the design process and reflect on how sharing their ideas affected their designs. 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 (5-PS1-1, 5-PS3-1, and 5-LS2-1); constructing explanations and designing solutions (3-5-ETS1-2); and engaging in argument from evidence (5-LS1-1). 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 Scale, Proportion, and Quantity (5- PS1-1); Systems and System Models (5-LS2-1); and Energy and Matter (5-PS3-1 and 5-LS1-1). 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 the sun is a star that appears larger and brighter than other stars because it is closer (ESS1.A as in 5-ESS1-1) connects to the idea that there are observable patterns – such as different positions of the sun at different times of the day, month, and year – caused by the orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis (ESS1.B as in 5-ESS1-2), as both address the appearance of objects in the sky based on our position relative to other objects in the solar system and universe. 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 (5-ESS1-2) and engaging in argument from evidence (5-ESS1-1). 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 (5-ESS1-2) and Scale, Proportion, and Quantity (5-ESS1-1). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core Standards Equitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state. Course Description:  In Kindergarten, students learn about roles and responsibilities in a community.  Students explore communities in the past and present, familiar places, and the roles of individuals and groups using disciplinary tools and resources that support planning and developing inquiries, gathering relevant information, and communication of knowledge and ideas about a community.Questions that should be answered in the course include:What makes a community?How do we learn about community?Aligned Core Resources:The selection of core resources is a local decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. However, there are compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.   Additional Course Information:  Big ideas addressed in the course:Roles and Responsibilities Familiar Places and CommunitiesCommunities Past and presentHabits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect).The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, the following students should:Develop questions relevant to self, family, and school community. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather information to answer a question relevant to self, family, and school community. Use listening and consensus-building and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. This course will support the following Areas of Development and aim to incorporate learning experiences that will enhance the opportunity for students to: Develop a positive self-concept.  Self-Awareness  Sense of Self as Competent and capable Develop a positive attitude towards learning Sense of self as a learner  Curiosity and initiative  Cooperation during learning experiences  Identify and understand emotions of self and others  Identifying and understanding emotions  Empathy  Develop positive interpersonal relationships Social awareness and interpersonal skills Responsible decision making and problem solving Conflict resolution   Develop executive functioning skills Working memory and metacognition Cognitive flexibility  Manage attention and behavior  Develop logic and reasoning Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

Unit Overview/Summary - FOCUS: Every community has a past, present, and a future. In this unit, Kindergarten students will explore the similarities and differences between their community’s past and the present. Students will utilize primary source documents such as newspapers, photographs, and artifacts, to generate questions about historical sources and explain how people lived in the past.  Unit Duration:20 days Two 30-minute sessions per week x 10 weeks-20 Days 

Unit Overview/Summary - FOCUS: Every community has a past, present, and a future. In this unit, Kindergarten students will explore the similarities and differences between their community’s past and the present. Students will utilize primary source documents such as newspapers, photographs, and artifacts, to generate questions about historical sources and explain how people lived in the past.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks-20 Days 

Unit Overview/Summary - FOCUS:  Many communities have common places that are important to the people who live and work there. The people, places, features, and elements of each community are what make it unique. In this unit, kindergarteners will explore geography and economics in the context of their local community. Students will distinguish between land and water features on maps, create simple maps of familiar places, learn where goods and services that exist in their community come from, and describe the places connected to their lives using various representations.   Unit Duration:20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Many communities have common places that are important to the people who live and work there. The people, places, features, and elements of each community are what make it unique. In this unit, kindergarteners will explore geography and economics in the context of their local community. Students will distinguish between land and water features on maps, create simple maps of familiar places, learn where goods and services that exist in their community come from, and describe the places connected to their lives using various representations.   Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Every family, classroom, school, and town in Connecticut has diverse members. Each member plays an important role in making their community a better place. In this unit, Kindergarteners will learn how families, leaders, schoolmates, and everyday citizens aim to act responsibly and respectfully to uphold rules and laws. Kindergarten students will learn about collaborative efforts that create a harmonious and thriving community.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Every family, classroom, school, and town in Connecticut has diverse members. Each member plays an important role in making their community a better place. In this unit, Kindergarteners will learn how families, leaders, schoolmates, and everyday citizens aim to act responsibly and respectfully to uphold rules and laws. Kindergarten students will learn about collaborative efforts that create a harmonious and thriving community.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state.Course Description:  In Grade 1, students explore democratic principles and values to understand their role in local, national, and global communities while recognizing the contributions of individuals and groups over time. Students use disciplinary tools and resources that support planning and  developing inquiries, gathering relevant information, and communication of knowledge and ideas about the roles and responsibilities of people in communities. Questions that should be answered in a course description include: How do individuals and groups contribute to their communities? How have people shaped their societies over time? Aligned Core Resources:   Core resources are a local control decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: Contributing in a Democratic Society Honoring Past and Present Global Communities Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect). The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, students should: Explain why a compelling question about community members is important to the student. Identify facts and concepts related to compelling and supporting questions. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather information from one or two sources to answer a question about the roles and responsibilities of individuals and groups within and among communities. Evaluate a source by distinguishing between fact and opinion. Construct arguments with reasons. Construct explanations using correct sequence and relevant information. Ask and answer questions about arguments and explanations. Present a summary of an argument using print, oral, or digital technologies. Identify and explain a range of local, regional, and global problems, and some ways in which people can and are trying to address these problems. Use listening, consensus-building, and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details.