This unit focuses on using functions to simplify code. Learning in this unit will allow students to:Describe how functions can make programs easier to write.Use functions to simplify complex programs.Use pre-determined functions to complete commonly repeated tasks.Categorize and generalize code into useful functions.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on accessibility, ownership and copyright in a digital environment. Learning in this unit will allow students to:Explain why accessibility is an important part of designing an app for users.Improve upon an existing app design by addressing the accessibility needs of users.Interpret ethical sharing of copyrighted material vs. sharing that is not ethical.Understand their own rights regarding materials that they have created.

This unit focuses on practicing with loops and introducing nested loops. Learning in this unit will allow students to:Differentiate between commands that need to be repeated in loops and commands that should be used on their own.Identify the benefits of using a loop structure instead of manual repetition.Break complex tasks into smaller repeatable sections.Combine simple shapes into complex designs with nested loops.Describe when a loop, nested loop, or no loop is needed.Recognize the difference between using a loop and a nested loop.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on introducing sprites . Learning in this unit will allow students to:Define “sprite” as a character or object on the screen that can be moved and changed.Create an interactive animation using sprites and events.Create new sprites and assign them costumes and locations.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

CSDE Model Curricula Quick Start GuideEquitable 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.Course Description:   Grade 5 Computer ScienceIn Grade 5 students will learn about user choice in apps and variables. Upon completion of this course students will have an understanding of: Digital Citizenship SpritesVariablesData and SimulationsAligned Core Resources: The selection of core resources is a local decision.  Ensuring alignment of resources to the standards is critical for success.  The CSDE has identified Code.org as a highly aligned core resource after a rigorous review process. Additional Course Information:  This course is best implemented through a combination of “plugged” and “unplugged” activities. The course requires and assumes that each student has access to an internet-connected computer every day in class. The course provides students with greater autonomy and choice resulting in interactive projects that can be shared.Habits of Mind/SEIH/Transferable Skills Addressed in the Course: This course is built around a core set of student practices. These practices are high-level skills and dispositions that students should develop. Therefore, the following should be addressed throughout the course: Problem Solving Persistence Creativity Collaboration Communication                   Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.orgVocabulary:Vocabulary is a way to provide opportunities for students to use academic and content language to communicate about how they solved a problem, describe their reasoning, and demonstrate understanding. Vocabulary is inclusive of key words and phrases. Vocabulary work in computer science should include words that are traditionally used and regularly appear in academic language as well as words that are specific to the discipline.Grade 5 Computer Science VocabularyAssessment:Various types of assessment guide teaching and learning. The goal of assessment is to understand student progress and identify learning evidence relative to the content standards. While the Grade 5 Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit. Interdisciplinary Connections:Computer Science (CS) in Grade 5 can be integrated within the curriculum of other content areas or offered as a ‘standalone’ course, depending on the school’s program. This flexible implementation allows schools the choice to determine how they will ensure that all students will have the opportunity to learn CS. The followings tasks provide connections between learning computer science and other subjects enabling computer science to be taught through an integrated approach. For a 'standalone' course approach see the units below.Math ConnectionsNumber Fluency and Fractions  Education Development Center (EDC)5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.5.NF.B.4.A Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = (ac)/(bd). 5.NF.B.5 Interpret multiplication as scaling (resizing), by:5.NF.B.5.A Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.5.NF.B.5.B Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.Science ConnectionsWater Cycle  Education Development Center (EDC)5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.Code.org Connections provide another opportunity to incorporate computer science into other subjects. The modules make connections between computer science and other subjects like math, language arts, science and social studies. This enables educators to reinforce learning in other subjects while teaching students about computer science. Connections modules are for grades 3 to 5 and designed to take a week of 45-minute lessons each day.CS Introduction VideoCS Connections ModulesCS Connections Walkthrough Videos

This unit focuses on using simulations to collect and interpret data, machine learning, and the internet. Learning in this unit will allow students to:Make and test a prediction by modifying simulation variables.Use a computer simulation to collect data about a model.Discuss the role artificial intelligence plays in their lives.Reason about how human bias plays a role in machine learning.Train and test a machine learning model.Learn about the complexity of sending messages over the internet.Translate URLs into IP Addresses.

This unit focuses on cyberbullying, digital drama, and hate speech. Learning in this unit will allow students to:Decide what kinds of statements are OK to say online and which are not.

This unit focuses on sprites and behaviors while enforcing the concept of events. Learning in this unit will allow students to:Describe the importance of the user in the design process.Identify sprites in a running computer program.Create an animation using sprites, and behaviors.Create new sprites and assign them costumes and behaviors.Create an interactive animation using events.Develop programs that respond to timed events.Develop programs that respond to user input.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on the use of variables in programming. Learning in this unit will allow students to:Assign a variable a value.Call a variable multiple times in a program.Declare a variable.Determine the relationship between how a variable is defined, stored, and retrieved when we press “Run” on a program.Use variables in conjunction with prompts.Use variables to hold words and phrases.Create an interactive computer program that responds to user input.Create a variable that stores information and changes over timeThe content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

CSDE Model Curricula Quick Start GuideEquitable 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.Course Description:   Computer Science DiscoveriesIn grades 6 – 8 students explore various topics in computer science including programming, physical computing, web development, design, and data.Aligned Core Resources: The selection of core resources is a local decision.  Ensuring alignment of resources to the standards is critical for success.  The CSDE has identified Code.org as a highly aligned core resource after a rigorous review process. Additional Course Information:  This course was developed with a focus on foundational concepts and is designed to support exploration and discovery. This allows students to develop an understanding of these concepts through “play” and experimentation. The course requires and assumes a 1:1 computer lab or setup such that each student in the class has access to an Internet-connected computer every day in class. There are a variety of ways to implement this course to provide flexibility based on the local context. The course consists of seven units, each with two chapters. The most essential content from each unit is always contained in the first chapter of the unit, and the second chapter tends to focus on applying those skills to larger projects. Habits of Mind/SEIH/Transferable Skills Addressed in the Course: This course is built around a core set of student practices. These practices are high-level skills and dispositions that students should develop. Therefore, the following should be addressed throughout the course: Problem Solving Persistence Creativity Collaboration Communication Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.orgVocabulary:Vocabulary is a way to provide opportunities for students to use academic and content language to communicate about how they solved a problem, describe their reasoning, and demonstrate understanding. Vocabulary is inclusive of key words and phrases. Vocabulary work in computer science should include words that are traditionally used and regularly appear in academic language as well as words that are specific to the discipline.Computer Science 6 – 8 VocabularyInterdisciplinary Connections:Computer Science (CS) in grades 6 - 8 can be integrated within the curriculum of other content areas or offered as a ‘standalone’ course, depending on the school’s program. This flexible implementation allows schools the choice to determine how they will ensure that all students will have the opportunity to learn CS. The followings tasks provide connections between learning computer science and other subjects enabling computer science to be taught through an integrated approach. For a 'standalone' course approach see the units below.Math Connections:Exponents and Pattern Recognition  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)6.EE.A.2 Write, read, and evaluate expressions in which variables stand for numbers. Write expressions that record operations with numbers and with variables. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. a. Write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze therelationship between the dependent and independent variables usinggraphs and tables, and relate these to the equation7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.Mean and Median EDC6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.6.SP.B.5.C Summarize numerical data sets in relation to their context, such as by giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.6.SP.B.5.D Summarize numerical data sets in relation to their context, such as by relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.Music Connections:Algorithms and Music  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)MU:Re9.1.6.a - Apply teacher-provided criteria to evaluate musical works or performances.MU:Re9.1.7.a - Select from teacher-provided criteria to evaluate musical works or performances.MU:Re9.1.8.a - Apply appropriate personally-developed criteria to evaluate musical works or performances.Social Studies Connections:Data Mining and Civilization Traits  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)6.Inq.4.e. Analyze how a specific problem can manifest itself at local, regional, and globallevels over time, identifying its characteristics and causes.CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.CCSS.ELA-LITERACY.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.ELA Connections:Using Computational Thinking to Write an Argumentative Essay  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.Provide a concluding statement or section that follows from and supports the argument presented.Science Connections:Catching the Big Bass with Data Analysis  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Science and Engineering PracticesPlanning and carrying out investigationsAnalyzing and interpreting dataSTEM Connections:Computational Thinking and Evaluating a Crime Scene  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)Science and Engineering PracticesAsking questions and defining problemsObtaining, evaluating & communicating informationCCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.CCSS.ELA-LITERACY.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

In this unit, Students learn how machine learning can be used to solve problems by preparing data, training a machine learning model, then testing and evaluating the model for accuracy and bias. Learning in this unit will allow students to:Create a machine learning model in AI Lab to solve a problem and use App Lab to create an app that uses their model. Understand how machine learning models make decisions from data.Create machine learning models from their own data to solve problems in their community. AI and Machine Learning

In this unit, students explore the relationship between hardware and software. Learning in this unit will allow students to:Design and build a physical computing device that integrates physical inputs and outputs with digital apps. Create app prototypes that use a physical device to solve real-world problems.Use physical computing to solve problems in fun and innovative ways.This unit has two options: Option A uses the Adafruit Circuit Playground, and Option B uses the BBC micro:bit. Teachers should pick whichever option matches the devices they have in their classroom - they do not need to purchase both sets of devices or try to teach both options.Creating Apps with Devices - Circuit PlaygroundCreating Apps with Devices (micro:bit)

In this unit, students explore different systems used to represent information in a computer and the challenges and trade-offs posed by using them. They will also learn how collections of data are used to solve problems and how computers help to automate the steps of this process. Learning in this unit will allow students to:Understand the role of data and data representation in solving information problems. Explain the necessary components of any data representation scheme, as well as the particulars of binary and the common ways that various types of simple and complex data are represented in binary code. Design and implement a data-based solution to a given problem and determine how the different aspects of the problem-solving process could be automated.Data and Society

In this unit, students learn fundamental programming constructs and practices in the JavaScript programming language while developing animations and games. Learning in this unit will allow students to:Create an interactive animation or game that includes basic programming concepts such as control structures, variables, user input, and randomness. Work with others to break down programming projects using sprites and functions.Give and respond constructively to peer feedback, and work with their teammates to complete a project. View themselves as a computer programmer and see programming as a fun and creative form of expression.Interactive Animations and Games

In this unit, students learn about the problem-solving process, the input-output-store-process model of a computer, and how computers help humans solve problems. Learning in this unit will allow students to:Identify the defined characteristics of a computer and how it is used to solve information problems. Use a structured problem-solving process to address problems and design solutions that use computing technology. Create a collaborative classroom environment where students view computer science as relevant, fun, and empowering. Problem Solving and Computing

In this unit, students apply the problem-solving process to the problems of others, learning to empathize with the needs of a user and design solutions to address those needs. Learning in this unit will allow students to:See the design process as a form of problem solving that prioritizes the needs of a user. Identify user needs and assess how well different designs address them. Develop paper and digital prototypes, gather and respond to feedback about a prototype, and consider ways different user interfaces do or do not affect the usability of their apps. Understand other roles in software development, such as product management, marketing, design, and testing, and how to use what they have learned about computer science as a tool for social impact.The Design Process

In this unit, students learn to create websites using HTML and CSS and consider questions of privacy and ownership on the internet. Learning in this unit will allow students to:Create digital artifacts that use multiple computer languages to control the structure and style of their content.Create a website as a form of personal expression.Use different programming languages to solve different problems.Examine their role and responsibilities as both creators and consumers of digital media.Web Development

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 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.