Unit Overview/Summary - FOCUS: 

Summary

The bundle organizes performance expectations around the relationship between the needs of different plants and animals and the places they live. Instruction developed from this bundle 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 bundle performance expectations.

Connections between unit Disciplinary Core Ideas (DCIs)  

The concept that all animals need food and plants need water and light (LS1.C as in K-LS1-1) connects to the idea that living things need water, air, and resources from the land, and they live in places that have the things they need (ESS3.A as in K-ESS3-1). These ideas also connect to the concept that plants and animals (including humans) can change the environment to meet their needs (K-ESS2-2). The concept that humans use natural resources for everything they do (ESS3.A as in K-ESS3-1) connects to the idea that the things people do to live comfortably can affect the world around them, but they can make choices that reduce their impacts on the land, water, air, and other living things (ESS3.C as in K-ESS2-2 and K-ESS3-3)

Weather—which is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time (ESS2.D as in K-ESS2-1) —connects to the idea that living things need water (ESS3.A as in K-ESS3-1) and the idea that plants need light (LS1.C as in K-LS1-1). Also, the concept of the needs of living things connects to weather through making observation to notice and describe patterns as: observations can be used to describe the patterns of what plants and animals need (K-LS1-1) and observations and measurements of weather conditions can be used to describe and record the weather and to notice patterns over time (ESS2.D as in K-ESS2-1). The concepts of weather and patterns of weather (ESS2.D as in K-ESS2-1) also connect to the idea that some kinds of severe weather are more likely than others in a given region (ESS3.B as in K-ESS3-2).

The idea that a situation that people want to change or create can be approached as a problem to be solved through engineering (ETS1.A, K-2-ETS1-1) could connect to several concepts such as plants need water and light to live and grow (LS1.C as in K-LS1-1), humans use natural resources for everything they do (ESS3.A as in K-ESS3-1), or that people can make choices that reduce their impacts on the land, water, air, and other living things (ESS3.C as in K-ESS3-3). These connections could be made through tasks such as designing a solution to the problem of plants in a garden not getting enough water or sunlight or identifying ways to reduce their class’s impact on the local water system. Alternatively, students could be challenged with a different design task involving creating products out of natural resources that are abundant in their area. In both tasks, students need an opportunity to reflect on the situation to be changed and that it can be approached as a problem to be solved through engineering.

Unit Science and Engineering Practices (SEPs)

Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-ESS3-2 and K-2-ETS1-1); developing and using models (K-ESS3-1); analyzing and interpreting data (K-LS1-1 and K-ESS2-1); engaging in argument from evidence (K-ESS2-2); and obtaining, evaluating, and communicating Information (K-ESS3-2 and K-ESS3-3). Many other practice elements can be used in instruction.

Unit Crosscutting Concepts (CCCs)

Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the concepts of Cause and Effect (K-ESS3-2 and K-ESS3-3); and Patterns (K-LS1-1 and K-ESS2-1); Systems and System Models (K-ESS2-2 and K-ESS3-1). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.