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 DCIs

The 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 Practices

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), 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 Concepts

Instruction 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.