– Performance Expectations Demonstration Opportunities

Performance Expectations Demonstration Opportunities

In this section we provide a set of opportunities through which students can demonstrate proficiency towards each Performance Expectation. In each demonstration, students can leverage existing curriculum resources and apply the practices they’ve developed and understanding they’ve constructed over the course of the year in a three-dimensional performance task. Student performance for each of the PE demonstrations will provide directly interpretable evidence of meeting the PE, as well as identify elements of the PEs for which struggles may persist. Because the PEs are meant to reflect learning that builds over the course of a year, we recommend implementing these demonstration opportunities toward the end of each grade-level, after students have had multiple opportunities to engage in the DCIs, SEPs, and CCCs that comprise the PE.

Grade 1

Performance Expectation	Assessment
1-LS1-1. Use tools and materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells or animal scales; stabilizing structures by mimicking animal tails or roots on plants; keeping out intruders by mimicking thorns on branches or animal quills; and detecting intruders by mimicking eyes or ears.]	Invite students to use tools and materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Remind the class of the Animal and Plant Defenses unit, when they designed a solution for protecting the aquarium’s food supply inspired by plant and animal defenses. Have them look through the book Spikes, Spines, and Shells and think of a human problem that could be solved by mimicking the structure of a plant or animal’s external parts. Provide them with materials to create their biomimicry solution.
1-LS1-2. Read grade-appropriate texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]	Invite students to read grade-appropriate texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Have students view images in videos and books that depict parents and offspring interacting. Teachers can use the videos from the Animal and Plant Defenses unit or the Parents and Offspring book from that same unit or provide them with different videos and books. Ask: What patterns do you notice in how parents are helping their offspring survive? What patterns do you notice in how offspring behave?
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents. [Clarification Statement: Examples of observations could include leaves from the same kind of plant are similar in shape but can differ in size or a particular breed of dog looks like its parents but is not exactly the same.]	Invite students to make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents. Provide students with images in videos and books, go out into nature where students can observe plants, or visit a zoo. Ask: How are young plants (or animals) like their parents? What is your evidence? In what ways are they different?
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]	Invite students to use observations of the sun, moon, and stars to describe patterns that can be predicted. If the Sky Mural from Spinning Earth unit is posted in the classroom, use it as it is a record of students’ observations on the location of the Sun in the sky. Ask: What patterns do you see? Can you predict where the Sun will be tomorrow at this time? What is your evidence? Have students look at the Patterns of Earth and Space book and talk about the Moon (pages 24-25) and the stars (pages 28-31). Ask: Do you see a pattern in where the Moon appears in the sky? Can you predict where it will be at different times of day? Do you see a pattern in where the stars appear in the sky?
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring, fall, or summer.]	Invite students to make observations at different times of year to relate the amount of daylight to the time of year. Have the class keep a daylight journal, recording when it becomes light each day and when it becomes dark. Ask: What patterns do you notice in how much daylight there is at different times of the year?
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks or plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound or holding an object near a vibrating tuning fork.]	Invite students to plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Provide students with the kinds of sound makers that they investigated in Chapter 4 of the Light and Sound unit. Ask: Can vibrating materials make sound? How could you investigate that question? After students have had the opportunity to investigate, ask: What have you concluded? What is your evidence? Then, repeat this process with the question: Can sound make materials vibrate?
1-PS4-2. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, or a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light. This can be explored with light tables, 3-way mirrors, overhead projectors or flashlights.]	Invite students to make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. Remind students of how in the Light and Sound unit, they: tried to make the classroom completely dark; read a book about searching for a completely dark place; and watched a video in a cave. Provide them with the opportunity to revisit these experiences. Ask: What evidence do we have about whether it is possible to see objects in the dark?
1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), or reflective (such as a mirror).]	Invite students to plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Provide students with the materials they used in the Light and Sound unit. Have them plan how to test each material in order to see what happens when the light shines on the material. Ask: What patterns did you notice?
1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” or a pattern of drumbeats.]	Invite students to use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Ask: What is the solution you designed? How does it solve the problem of communicating over a distance? What could improve your solution?

Performance Expectation

Assessment

1-LS1-1. Use tools and materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

[Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells or animal scales; stabilizing structures by mimicking animal tails or roots on plants; keeping out intruders by mimicking thorns on branches or animal quills; and detecting intruders by mimicking eyes or ears.]

Invite students to use tools and materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Remind the class of the Animal and Plant Defenses unit, when they designed a solution for protecting the aquarium’s food supply inspired by plant and animal defenses. Have them look through the book Spikes, Spines, and Shells and think of a human problem that could be solved by mimicking the structure of a plant or animal’s external parts. Provide them with materials to create their biomimicry solution.

1-LS1-2. Read grade-appropriate texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

[Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]

Invite students to read grade-appropriate texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Have students view images in videos and books that depict parents and offspring interacting. Teachers can use the videos from the Animal and Plant Defenses unit or the Parents and Offspring book from that same unit or provide them with different videos and books. Ask:

What patterns do you notice in how parents are helping their offspring survive?
What patterns do you notice in how offspring behave?

1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents.

[Clarification Statement: Examples of observations could include leaves from the same kind of plant are similar in shape but can differ in size or a particular breed of dog looks like its parents but is not exactly the same.]

Invite students to make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents.

Provide students with images in videos and books, go out into nature where students can observe plants, or visit a zoo. Ask:

How are young plants (or animals) like their parents?
What is your evidence?
In what ways are they different?

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

[Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]

Invite students to use observations of the sun, moon, and stars to describe patterns that can be predicted.

If the Sky Mural from Spinning Earth unit is posted in the classroom, use it as it is a record of students’ observations on the location of the Sun in the sky. Ask:

What patterns do you see?
Can you predict where the Sun will be tomorrow at this time?
What is your evidence?

Have students look at the Patterns of Earth and Space book and talk about the Moon (pages 24-25) and the stars (pages 28-31). Ask:

Do you see a pattern in where the Moon appears in the sky?
Can you predict where it will be at different times of day?
Do you see a pattern in where the stars appear in the sky?

1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.

[Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring, fall, or summer.]

Invite students to make observations at different times of year to relate the amount of daylight to the time of year.

Have the class keep a daylight journal, recording when it becomes light each day and when it becomes dark. Ask:

What patterns do you notice in how much daylight there is at different times of the year?

1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

[Clarification Statement: Examples of vibrating materials that make sound could include tuning forks or plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound or holding an object near a vibrating tuning fork.]

Invite students to plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Provide students with the kinds of sound makers that they investigated in Chapter 4 of the Light and Sound unit. Ask:

Can vibrating materials make sound?
How could you investigate that question?

After students have had the opportunity to investigate, ask:

What have you concluded?
What is your evidence?

Then, repeat this process with the question: Can sound make materials vibrate?

1-PS4-2. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

[Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, or a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light. This can be explored with light tables, 3-way mirrors, overhead projectors or flashlights.]

Invite students to make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

Remind students of how in the Light and Sound unit, they: tried to make the classroom completely dark; read a book about searching for a completely dark place; and watched a video in a cave. Provide them with the opportunity to revisit these experiences. Ask:

What evidence do we have about whether it is possible to see objects in the dark?

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

[Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), or reflective (such as a mirror).]

Invite students to plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

Provide students with the materials they used in the Light and Sound unit. Have them plan how to test each material in order to see what happens when the light shines on the material. Ask:

What patterns did you notice?

1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

[Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” or a pattern of drumbeats.]

Invite students to use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Ask:

What is the solution you designed?
How does it solve the problem of communicating over a distance?
What could improve your solution?

Grade 2

Louisiana Performance Expectation	Assessment
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Clarification Statement: Emphasis is on testing one variable at a time during investigations.]	Invite students to plan and conduct an investigation to determine if plants need sunlight and water to grow. Show students the materials they can use in their investigation. After they have had time to plan, have students describe their investigations. Ask: What will you keep the same in your investigation? What is the one thing that will be different? What observations will you make? Will you measure? If so, what? Why or why not? Have students conduct their investigations. Ask: What is your conclusion? How does your evidence support your conclusion?
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. [Clarification statement: Students could use the model to describe (1) How the structure of the model gives rise to its function. (2) Structure-function relationships in the natural world that allow some animals to disperse seeds or pollinate plants.]	Invite students to develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* Search the Internet for videos of pollinators by using search terms such as “animals pollinating plants” and “plant pollinators.” Show students the videos and invite them to notice structure-function relationships and to use what they see to help them make a diagram of a robot built to pollinate plants.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. Students could explore different habitats in the community (e.g., school, aquariums, and neighborhoods)	Invite students to make observations of plants and animals to compare the diversity of life in different habitats. Have students go to different places in the community and make observations, or choose two different habitats featured in the Handbook of Habitats reference book from the Plant and Animal Relationships unit, and read those sections. Ask: What did you observe about the plants in the two habitats? How are they similar? How are they different? What did you observe about the animals in the two habitats? How are they similar? How are they different?
2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.]	Invite students to use information from several sources to provide evidence that Earth events can occur quickly or slowly. Have students consult the Handbook of Land and Water reference book from the Changing Landforms unit, and their Changing Landforms Investigation Notebooks. Ask: What evidence can you find that Earth events can occur slowly? What evidence can you find that Earth events can occur quickly?
2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]	Invite students to compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. Set up three stream tables like the one students read about in the book Making Models of Streams in the Changing Landforms unit. (Search online for a do-it-yourself stream table.) Start one stream table so students can see how water causes erosion of the land in this setting. Discuss with the class possible solutions for slowing or preventing this erosion. Note: grass seeds will sprout and grow in the wet sand of a stream table and can be a solution the class can test. When they have decided what solutions to test, start additional stream tables, trying out a different solution in each one. Ask: What are the strengths of each solution? What are the weaknesses?
2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Clarification Statement: Models do not have to be to scale.]	Invites students to develop a model to represent the shapes and kinds of land and bodies of water in an area. Provide students with clay or salt dough and a paper plate. Invite them to make a model of an island surrounded by water and use their model to tell a story of how water helped to shape the landforms. They can include several additional kinds of landforms and bodies of water on their model (e.g. mountain, cliff, valley, cave, lake, river, stream, valley, waterfall). When the model is dry, they can paint it to better show the bodies of water. When they are finished, ask: What landforms and bodies of water do you show in your model? In what ways would the water shown in your model have helped to shape the landforms?
2-ESS2-3. Obtain and communicate information to identify where water is found on Earth and that it can be solid or liquid. [Clarification Statement: Students use reliable sources to identify the patterns of where water is found and its natural form (solid or liquid). Examples of how hot water can be found on Earth as water or ice could include a frozen pond, a liquid pond, a frozen lake, or a liquid lake.	Invite students to obtain information to identify where water is found on Earth and that it can be solid or liquid. Students can search online or go to the school library.
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, or flexibility. Patterns could include the similar properties that different materials share.]	Invite students to plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Provide students with a collection of substances; some that will dissolve in water and some that won’t. Ask them to describe each of the substances when dry, and then to investigate whether the substances will dissolve (i.e. become invisible when mixed with water). Ask: What is your plan for investigating these substances? After they have conducted the investigation, ask: Which substances have similar properties when dry? Which substances have similar properties when mixed with water?
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include strength, flexibility, hardness, texture, or absorbency.]	Invite students to analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. The Handbook of Interesting Ingredients from the Properties of Materials unit has two-page spreads for each of a variety of ingredients. Both the “Important properties” and the “Cause and effect” sections for each ingredient include data obtained from testing. Provide students with some “intended uses” and invite them to determine which ingredients have the properties that are best suited for that purpose. Possible intended uses are to make mixtures that can be: a tasty dessert; a sticky glue; a refreshing soda. Ask: Why did you choose these substances to make your mixture? What are the properties of your chosen substances that you want as part of your mixture?
2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]	Invite students to make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. Have students use building bricks to make two different objects. Ask: What do you observe about the two different objects you made? What is similar? What is different? What do you observe about the pieces that the two different objects you made are made of? What is similar? What is different?
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Demonstrations of reversible changes could include materials such as water, butter or crayons at different temperatures. Demonstrations of irreversible changes could include cooking an egg, freezing a plant leaf, or heating paper.]	Invites students to construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. The Can You Change It Back? book from the Properties of Materials unit features images of objects before and after they are heated. Have students choose two objects: one whose changes due to heating could be reversed, and one that could not. Ask them to explain why each object belongs in that category and to support their claim with evidence. Invite other students in the class to rebut claims they disagree with and provide counter evidence.

Louisiana Performance Expectation

Assessment

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

[Clarification Statement: Emphasis is on testing one variable at a time during investigations.]

Invite students to plan and conduct an investigation to determine if plants need sunlight and water to grow.

Show students the materials they can use in their investigation. After they have had time to plan, have students describe their investigations. Ask:

What will you keep the same in your investigation?
What is the one thing that will be different?
What observations will you make?
Will you measure? If so, what? Why or why not?

Have students conduct their investigations. Ask:

What is your conclusion?
How does your evidence support your conclusion?

2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. [Clarification statement: Students could use the model to describe (1) How the structure of the model gives rise to its function. (2) Structure-function relationships in the natural world that allow some animals to disperse seeds or pollinate plants.]

Invite students to develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

Search the Internet for videos of pollinators by using search terms such as “animals pollinating plants” and “plant pollinators.” Show students the videos and invite them to notice structure-function relationships and to use what they see to help them make a diagram of a robot built to pollinate plants.

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. Students could explore different habitats in the community (e.g., school, aquariums, and neighborhoods)

Invite students to make observations of plants and animals to compare the diversity of life in different habitats.

Have students go to different places in the community and make observations, or choose two different habitats featured in the Handbook of Habitats reference book from the Plant and Animal Relationships unit, and read those sections. Ask:

What did you observe about the plants in the two habitats? How are they similar? How are they different?
What did you observe about the animals in the two habitats? How are they similar? How are they different?

2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

[Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.]

Invite students to use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Have students consult the Handbook of Land and Water reference book from the Changing Landforms unit, and their Changing Landforms Investigation Notebooks. Ask:

What evidence can you find that Earth events can occur slowly?
What evidence can you find that Earth events can occur quickly?

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

[Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]

Invite students to compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Set up three stream tables like the one students read about in the book Making Models of Streams in the Changing Landforms unit. (Search online for a do-it-yourself stream table.) Start one stream table so students can see how water causes erosion of the land in this setting. Discuss with the class possible solutions for slowing or preventing this erosion. Note: grass seeds will sprout and grow in the wet sand of a stream table and can be a solution the class can test. When they have decided what solutions to test, start additional stream tables, trying out a different solution in each one. Ask:

What are the strengths of each solution?
What are the weaknesses?

2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.

[Clarification Statement: Models do not have to be to scale.]

Invites students to develop a model to represent the shapes and kinds of land and bodies of water in an area.

Provide students with clay or salt dough and a paper plate. Invite them to make a model of an island surrounded by water and use their model to tell a story of how water helped to shape the landforms. They can include several additional kinds of landforms and bodies of water on their model (e.g. mountain, cliff, valley, cave, lake, river, stream, valley, waterfall). When the model is dry, they can paint it to better show the bodies of water. When they are finished, ask:

What landforms and bodies of water do you show in your model?
In what ways would the water shown in your model have helped to shape the landforms?

2-ESS2-3. Obtain and communicate information to identify where water is found on Earth and that it can be solid or liquid. [Clarification Statement: Students use reliable sources to identify the patterns of where water is found and its natural form (solid or liquid). Examples of how hot water can be found on Earth as water or ice could include a frozen pond, a liquid pond, a frozen lake, or a liquid lake.

Invite students to obtain information to identify where water is found on Earth and that it can be solid or liquid.

Students can search online or go to the school library.

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

[Clarification Statement: Observations could include color, texture, hardness, or flexibility. Patterns could include the similar properties that different materials share.]

Invite students to plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Provide students with a collection of substances; some that will dissolve in water and some that won’t. Ask them to describe each of the substances when dry, and then to investigate whether the substances will dissolve (i.e. become invisible when mixed with water). Ask:

What is your plan for investigating these substances?

After they have conducted the investigation, ask:

Which substances have similar properties when dry?
Which substances have similar properties when mixed with water?

2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*

[Clarification Statement: Examples of properties could include strength, flexibility, hardness, texture, or absorbency.]

Invite students to analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

The Handbook of Interesting Ingredients from the Properties of Materials unit has two-page spreads for each of a variety of ingredients. Both the “Important properties” and the “Cause and effect” sections for each ingredient include data obtained from testing. Provide students with some “intended uses” and invite them to determine which ingredients have the properties that are best suited for that purpose. Possible intended uses are to make mixtures that can be: a tasty dessert; a sticky glue; a refreshing soda.

Ask:

Why did you choose these substances to make your mixture?
What are the properties of your chosen substances that you want as part of your mixture?

2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

[Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

Invite students to make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

Have students use building bricks to make two different objects. Ask:

What do you observe about the two different objects you made? What is similar? What is different?
What do you observe about the pieces that the two different objects you made are made of? What is similar? What is different?

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

[Clarification Statement: Demonstrations of reversible changes could include materials such as water, butter or crayons at different temperatures. Demonstrations of irreversible changes could include cooking an egg, freezing a plant leaf, or heating paper.]

Invites students to construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

The Can You Change It Back? book from the Properties of Materials unit features images of objects before and after they are heated. Have students choose two objects: one whose changes due to heating could be reversed, and one that could not. Ask them to explain why each object belongs in that category and to support their claim with evidence. Invite other students in the class to rebut claims they disagree with and provide counter evidence.

Grade 3

Performance Expectation	Assessment
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes that organisms go through during their life form a pattern. For plant life cycles there is an emphasis on flowering plants.]	Invite students to develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Have students look through the Handbook of Traits, the reference book for the Inheritance and Traits unit. This book has two-page spreads, each dedicated to describing the traits of 20 different organisms, and includes a graphic of the life cycle for each. Challenge students to draw a life cycle diagram that is true for all plants, all fish, or all mammals. Ask: What is common about the life cycle of the group of organisms you have chosen? What is common about the life cycle of all organisms?
3-LS2-1. Construct an argument that some animals form groups that help members survive. [Clarification Statement: Arguments could include examples of group behavior such as division of labor in a bee colony, flocks of birds staying together to confuse or intimidate predators, or wolves hunting in packs to more efficiently catch and kill prey.]	Invite students to construct an argument that some animals form groups that help members survive. Ask: Do wolves rely on each other to survive? What is your evidence? How would this help them survive?
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Emphasis is on organisms other than humans and does not include genetic mechanisms of inheritance and prediction of traits. Data can include drawings, photographs, measurements, or written observations. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings.]	Invite students to analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Have students revisit the Scorpion Scientist book, from the Inheritance and Traits unit. Ask: Look at the cover picture. Based on this, what can you say is similar about scorpions? What can vary? Then have them revisit the Handbook of Traits, the reference book for the Inheritance and Traits unit. Ask: What evidence can you find that plants and animals have traits inherited from parents? What evidence can you find that variation of these traits exists in a group of similar organisms?
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; or an animal that is given too much food and little exercise may become overweight.]	Invite students to use evidence to support the explanation that traits can be influenced by the environment. Remind students of how they figured out how Wolf #44 got its traits, in the Inheritance and Traits unit. Ask: What evidence do you have to support the explanation that some of Wolf #44’s traits came from the environment? Invite them to think more broadly about other animals and plants. What evidence do you have that other animals’ traits come from the environment? Do plants also have traits that come from the environment? What is your evidence?
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in arctic areas, and fossils of extinct organisms and relative ages.]	Invite students to analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. Provide each student with a copy of the Fossil Skulls: Clues into Past Environments student sheet (found in the digital resources section of Lesson 2.3 in the Environments and Survival unit). Ask: What inferences can you make about past environments based on the structure and function of these fossil skulls?
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten or animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]	Invite students to use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Remind students of the Environments and Survival unit when they investigated grove snails. Ask: What evidence do you have that the variation in the colors of grove snail shells (yellow or banded) was an advantage (overall) for grove snails’ survival?
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitats make up a system in which the parts depend on each other.]	Invite students to construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Again, have students recall the Environments and Survival unit. Have them go to the Environments and Survival modeling tools from Lesson 2.5 (Traits and Survival A and Traits and Survival B). After students have interacted with the modeling tools, ask: Choose one of the two environments (Traits and Survival A or B). Why do you think some animals are more likely to survive and others are less likely to survive? What is your evidence? Are there animals that wouldn’t survive at all? Why do you think so?
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other biological communities Louisiana specific examples could include impacts related to levees, dams, crop rotations, irrigation systems, hunting limits, diversion canals, or sea level rise.]	Invite students to make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. This time, have students go to the Environment Change modeling tool in Lesson 3.3 and drag organisms onto both arrows to show which organisms are the most likely to survive and which are the least likely to survive in each environment (before and after an environmental change). Ask: What problem will this environmental change cause? What solution might there be to this problem? Do you think the solution would be good for the animals or bad for the animals? Why do you think that?
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. Examples of data representation could include pictographs and bar graphs.]	Invite students to represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Provide students with average high temperatures for each month for an entire year, from the region where your school is located. After they have organized the data, ask: What is the typical high temperature in our region in spring? Summer? Fall? Winter?
3-ESS2-2. Obtain and combine information to describe climates in different regions around the world. [Clarification Statement: Information could include rainfall and temperature data.]	Invite students to obtain and combine information to describe climates in different regions of the world. Have students search through World Weather Handbook, the reference book for the Weather and Climate unit. Ask them to choose two locations, and describe what the climate in that area is like, by combining temperature and precipitation data.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impact of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding (including levees), wind resistant roofs, tornado shelters and lightning rods.]	Invite students to make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Remind students of the structures they designed and tested to withstand a hurricane, in Chapter 4 of the Weather and Climate unit. Ask: Make a claim about the effectiveness of your design solution. What is your evidence to support your claim? Can you think of a way to improve your solution?
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of an object that can make it start moving, or balanced forces pushing on an object from opposite sides will not produce any motion at all. Investigations include one variable at a time: number, size, or direction of forces.]	Invite students to plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Provide students with materials from the Balancing Forces unit. After they have conducted their investigations, ask: What happens to the motion of an object when the forces acting on the object are balanced? What is your evidence? What happens to the motion of an object when the forces acting on the object are unbalanced? What is your evidence
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, or two children on a seesaw.]	Invite students to make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Demonstrate an object swinging on a string. Ask: What do you predict the motion of this object will be five seconds from now? In one minute? In five minutes?
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon or the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, or the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force or how the orientation of magnets affects the direction of the magnetic force.]	Invite students to ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Provide students with the Floating Paperclip Devices from Chapter 4 of the Balancing Forces unit, and with multiple ring magnets. Ask: What questions do you have that you could try and answer with the Floating Paperclip Device and more magnets? What did you figure out about your question?
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut or creating a device to keep two moving objects from touching each other.]	Invite students to define a simple design problem that can be solved by applying scientific ideas about magnets. Have students draw and describe their magnetic invention.

Performance Expectation

Assessment

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

[Clarification Statement: Changes that organisms go through during their life form a pattern. For plant life cycles there is an emphasis on flowering plants.]

Invite students to develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Have students look through the Handbook of Traits, the reference book for the Inheritance and Traits unit. This book has two-page spreads, each dedicated to describing the traits of 20 different organisms, and includes a graphic of the life cycle for each. Challenge students to draw a life cycle diagram that is true for all plants, all fish, or all mammals. Ask:

What is common about the life cycle of the group of organisms you have chosen? What is common about the life cycle of all organisms?

3-LS2-1. Construct an argument that some animals form groups that help members survive.

[Clarification Statement: Arguments could include examples of group behavior such as division of labor in a bee colony, flocks of birds staying together to confuse or intimidate predators, or wolves hunting in packs to more efficiently catch and kill prey.]

Invite students to construct an argument that some animals form groups that help members survive.

Ask:

Do wolves rely on each other to survive?
What is your evidence?
How would this help them survive?

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

[Clarification Statement: Emphasis is on organisms other than humans and does not include genetic mechanisms of inheritance and prediction of traits. Data can include drawings, photographs, measurements, or written observations. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings.]

Invite students to analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Have students revisit the Scorpion Scientist book, from the Inheritance and Traits unit. Ask:

Look at the cover picture. Based on this, what can you say is similar about scorpions? What can vary?

Then have them revisit the Handbook of Traits, the reference book for the Inheritance and Traits unit. Ask:

What evidence can you find that plants and animals have traits inherited from parents?
What evidence can you find that variation of these traits exists in a group of similar organisms?

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

[Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; or an animal that is given too much food and little exercise may become overweight.]

Invite students to use evidence to support the explanation that traits can be influenced by the environment.

Remind students of how they figured out how Wolf #44 got its traits, in the Inheritance and Traits unit. Ask:

What evidence do you have to support the explanation that some of Wolf #44’s traits came from the environment?

Invite them to think more broadly about other animals and plants.

What evidence do you have that other animals’ traits come from the environment?
Do plants also have traits that come from the environment? What is your evidence?

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

[Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in arctic areas, and fossils of extinct organisms and relative ages.]

Invite students to analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Provide each student with a copy of the Fossil Skulls: Clues into Past Environments student sheet (found in the digital resources section of Lesson 2.3 in the Environments and Survival unit). Ask:

What inferences can you make about past environments based on the structure and function of these fossil skulls?

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

[Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten or animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]

Invite students to use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Remind students of the Environments and Survival unit when they investigated grove snails. Ask:

What evidence do you have that the variation in the colors of grove snail shells (yellow or banded) was an advantage (overall) for grove snails’ survival?

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

[Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitats make up a system in which the parts depend on each other.]

Invite students to construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Again, have students recall the Environments and Survival unit. Have them go to the Environments and Survival modeling tools from Lesson 2.5 (Traits and Survival A and Traits and Survival B). After students have interacted with the modeling tools, ask:

Choose one of the two environments (Traits and Survival A or B). Why do you think some animals are more likely to survive and others are less likely to survive? What is your evidence?
Are there animals that wouldn’t survive at all? Why do you think so?

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

[Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other biological communities Louisiana specific examples could include impacts related to levees, dams, crop rotations, irrigation systems, hunting limits, diversion canals, or sea level rise.]

Invite students to make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

This time, have students go to the Environment Change modeling tool in Lesson 3.3 and drag organisms onto both arrows to show which organisms are the most likely to survive and which are the least likely to survive in each environment (before and after an environmental change). Ask:

What problem will this environmental change cause?
What solution might there be to this problem?
Do you think the solution would be good for the animals or bad for the animals? Why do you think that?

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

[Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. Examples of data representation could include pictographs and bar graphs.]

Invite students to represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Provide students with average high temperatures for each month for an entire year, from the region where your school is located. After they have organized the data, ask:

What is the typical high temperature in our region in spring? Summer? Fall? Winter?

3-ESS2-2. Obtain and combine information to describe climates in different regions around the world.

[Clarification Statement: Information could include rainfall and temperature data.]

Invite students to obtain and combine information to describe climates in different regions of the world.

Have students search through World Weather Handbook, the reference book for the Weather and Climate unit. Ask them to choose two locations, and describe what the climate in that area is like, by combining temperature and precipitation data.

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impact of a weather-related hazard.*

[Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding (including levees), wind resistant roofs, tornado shelters and lightning rods.]

Invite students to make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Remind students of the structures they designed and tested to withstand a hurricane, in Chapter 4 of the Weather and Climate unit. Ask:

Make a claim about the effectiveness of your design solution.
What is your evidence to support your claim?
Can you think of a way to improve your solution?

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

[Clarification Statement: Examples could include an unbalanced force on one side of an object that can make it start moving, or balanced forces pushing on an object from opposite sides will not produce any motion at all. Investigations include one variable at a time: number, size, or direction of forces.]

Invite students to plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Provide students with materials from the Balancing Forces unit. After they have conducted their investigations, ask:

What happens to the motion of an object when the forces acting on the object are balanced? What is your evidence?
What happens to the motion of an object when the forces acting on the object are unbalanced? What is your evidence

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

[Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, or two children on a seesaw.]

Invite students to make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Demonstrate an object swinging on a string. Ask:

What do you predict the motion of this object will be five seconds from now? In one minute? In five minutes?

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

[Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon or the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, or the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force or how the orientation of magnets affects the direction of the magnetic force.]

Invite students to ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Provide students with the Floating Paperclip Devices from Chapter 4 of the Balancing Forces unit, and with multiple ring magnets. Ask:

What questions do you have that you could try and answer with the Floating Paperclip Device and more magnets?
What did you figure out about your question?

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.*

[Clarification Statement: Examples of problems could include constructing a latch to keep a door shut or creating a device to keep two moving objects from touching each other.]

Invite students to define a simple design problem that can be solved by applying scientific ideas about magnets.

Have students draw and describe their magnetic invention.

Grade 4

Performance Expectation	Assessment
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, shells, fur or skin.]	Invite students to construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. For animals, prompt students’ arguments on how the internal and external structures involved in animals’ vision support survival. For plants, revisit the video Plants Growing Towards Light in Lesson 1.4 of the Vision and Light unit. Have students construct an argument, using evidence, that plants also have internal and external structures that support their growth and survival.
4-LS1-2. Construct an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer. Responses could include animals running from predators, animals returning to breed grounds, animals scavenging for food, or human responding to stimuli.]	Invite students to construct an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Have students choose two of the animals featured in the book, Seeing Like a Shrimp, Smelling Like a Snake, from the Vision and Light unit. Ask them to write explanations of how each animal receives information through their senses, processes the information in their brain, and responds to the information in different ways.
4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time, and a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock. Does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formation and layers.]	Invite students to identify evidence from patterns in rock formations and fossils in rock layers for changes in a landform over time. Have students choose one of the landforms featured in the book, Through the Eyes of a Geologist, from the Earth’s Features unit, and identify the evidence and inferences that might have led to changes in that particular landform over time.
4-ESS2-1. Plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.]	Invite students to plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion. Have students choose a variable to investigate using the stream table. In addition to water and sand, you may provide ice, straws to blow through to simulate wind, and sticks or forks to simulate vegetation. Ask: What evidence can you gather about the effect of different factors on the rate of erosion?
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]	Invite students to analyze and interpret data from maps to describe patterns of Earth’s features. Have students focus on the Dynamic Planet Map featured in Lesson 4.5 of the Earth’s Features unit. Ask: What patterns in Earth’s features do you see?
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, hydroelectric energy, and solar energy; non-renewable energy resources are fossil fuels. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning fossil fuels.]	Invite students to obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment. Students can use the It’s All Energy reference book from the Earth’s Features unit to search for and combine information about the origin of energy and fuels, and their impact on the environment. Ask: Where do fuels come from? Where does energy come from? What is the impact on the environment of using these natural resources for energy?
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. [Clarification Statement: Examples of solutions could include designing flood, wind, or earthquake resistant structures and models to prevent soil erosion.	Invite students to generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. Let students know that during a hurricane, utility poles can be knocked down by the fast moving wind and water, which can cause the electrical systems to fail. Have students generate solutions to the problem of utility poles being knocked down, and have them compare their solutions. Ask: What are the pros and cons of these different solutions?
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Clarification Statement: Relating the speed of an object to the energy of an object does not require calculation of the object’s speed.]	Invite students to use evidence to construct an explanation relating the speed of an object to the energy of that object. Have students use the Energy Conversions simulation from the Energy Conversions unit to set up a system with the hand-crank as the energy source, and then observe the electrical system and the energy graphs below as they turn the crank slowly, and then again as they turn the crank quickly. Ask: What do you observe? Explain what happens to the electrical energy in the system as you turn the hand-crank slowly and then quickly.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Clarification Statement: When energy is transferred it may change forms such as when light from the sun warms a window pane.]	Invite students to make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. Have students focus on these phenomena through the Energy Conversions simulation from the Energy Conversion unit. Ask: What do you observe? What evidence is there that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact. Quantitative measurements of energy are not included.]	Invite students to ask questions and predict outcomes about the changes in energy that occur when objects collide. Have students use the Waves, Information, and Communication simulation for the class to see. Have them go to the Instruments Mode and play the different instruments, watching the resultant collisions of particles. Tell students to tag one particle (by clicking on it) so they can track its movement. Ask: What questions do you have? What are your predictions?
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.]	Invite students to apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Provide students with the materials from the Energy Conversion unit. Ask: Can you design a device that converts energy from one form to another? How will you test it? After they have designed and tested their device, ask: Did you refine the device as you were working? How could you improve the device?
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and to show that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, or physical models using wire to illustrate wavelength and amplitude of waves. Examples of wave patterns could include the vibrating patterns associated with sound or the vibrating patterns of seismic waves produced by earthquakes. Does not include interference effects, electromagnetic waves, non-period waves, or quantitative models of amplitude and wavelength.]	Invite students to develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Have students make three diagrams showing sound waves traveling: from one mother dolphin (with a high-pitched dolphin call) to her calf located at a distance; from a different mother dolphin (with a low-pitched dolphin call) to her calf located at a distance; and a close up of how sound waves affect particles of water (they cause them to bump into each other transferring energy).
4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Clarification Statement: Develop a model to make sense of a phenomenon involving the relationship between light reflection and visibility of objects. In the model, identify the relevant components including light and its source, objects, the path that light follows, and the eye.]	Invite students to develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. Have students make diagrams of this process.

Performance Expectation

Assessment

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

[Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, shells, fur or skin.]

Invite students to construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

For animals, prompt students’ arguments on how the internal and external structures involved in animals’ vision support survival.

For plants, revisit the video Plants Growing Towards Light in Lesson 1.4 of the Vision and Light unit. Have students construct an argument, using evidence, that plants also have internal and external structures that support their growth and survival.

4-LS1-2. Construct an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

[Clarification Statement: Emphasis is on systems of information transfer. Responses could include animals running from predators, animals returning to breed grounds, animals scavenging for food, or human responding to stimuli.]

Invite students to construct an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Have students choose two of the animals featured in the book, Seeing Like a Shrimp, Smelling Like a Snake, from the Vision and Light unit. Ask them to write explanations of how each animal receives information through their senses, processes the information in their brain, and responds to the information in different ways.

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time.

[Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time, and a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock. Does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formation and layers.]

Invite students to identify evidence from patterns in rock formations and fossils in rock layers for changes in a landform over time.

Have students choose one of the landforms featured in the book, Through the Eyes of a Geologist, from the Earth’s Features unit, and identify the evidence and inferences that might have led to changes in that particular landform over time.

4-ESS2-1. Plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion.

[Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.]

Invite students to plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion.

Have students choose a variable to investigate using the stream table. In addition to water and sand, you may provide ice, straws to blow through to simulate wind, and sticks or forks to simulate vegetation. Ask:

What evidence can you gather about the effect of different factors on the rate of erosion?

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.

[Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]

Invite students to analyze and interpret data from maps to describe patterns of Earth’s features.

Have students focus on the Dynamic Planet Map featured in Lesson 4.5 of the Earth’s Features unit. Ask:

What patterns in Earth’s features do you see?

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.

[Clarification Statement: Examples of renewable energy resources could include wind energy, hydroelectric energy, and solar energy; non-renewable energy resources are fossil fuels. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning fossil fuels.]

Invite students to obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.

Students can use the It’s All Energy reference book from the Earth’s Features unit to search for and combine information about the origin of energy and fuels, and their impact on the environment. Ask:

Where do fuels come from?
Where does energy come from?
What is the impact on the environment of using these natural resources for energy?

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

[Clarification Statement: Examples of solutions could include designing flood, wind, or earthquake resistant structures and models to prevent soil erosion.

Invite students to generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Let students know that during a hurricane, utility poles can be knocked down by the fast moving wind and water, which can cause the electrical systems to fail. Have students generate solutions to the problem of utility poles being knocked down, and have them compare their solutions. Ask:

What are the pros and cons of these different solutions?

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

[Clarification Statement: Relating the speed of an object to the energy of an object does not require calculation of the object’s speed.]

Invite students to use evidence to construct an explanation relating the speed of an object to the energy of that object.

Have students use the Energy Conversions simulation from the Energy Conversions unit to set up a system with the hand-crank as the energy source, and then observe the electrical system and the energy graphs below as they turn the crank slowly, and then again as they turn the crank quickly. Ask:

What do you observe?
Explain what happens to the electrical energy in the system as you turn the hand-crank slowly and then quickly.

4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

[Clarification Statement: When energy is transferred it may change forms such as when light from the sun warms a window pane.]

Invite students to make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Have students focus on these phenomena through the Energy Conversions simulation from the Energy Conversion unit. Ask:

What do you observe?
What evidence is there that energy can be transferred from place to place by sound, light, heat, and electric currents.

4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

[Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact. Quantitative measurements of energy are not included.]

Invite students to ask questions and predict outcomes about the changes in energy that occur when objects collide.

Have students use the Waves, Information, and Communication simulation for the class to see. Have them go to the Instruments Mode and play the different instruments, watching the resultant collisions of particles. Tell students to tag one particle (by clicking on it) so they can track its movement. Ask:

What questions do you have?
What are your predictions?

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

[Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.]

Invite students to apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Provide students with the materials from the Energy Conversion unit. Ask:

Can you design a device that converts energy from one form to another?
How will you test it?

After they have designed and tested their device, ask:

Did you refine the device as you were working?
How could you improve the device?

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and to show that waves can cause objects to move.

[Clarification Statement: Examples of models could include diagrams, analogies, or physical models using wire to illustrate wavelength and amplitude of waves. Examples of wave patterns could include the vibrating patterns associated with sound or the vibrating patterns of seismic waves produced by earthquakes. Does not include interference effects, electromagnetic waves, non-period waves, or quantitative models of amplitude and wavelength.]

Invite students to develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Have students make three diagrams showing sound waves traveling:

from one mother dolphin (with a high-pitched dolphin call) to her calf located at a distance;
from a different mother dolphin (with a low-pitched dolphin call) to her calf located at a distance; and
a close up of how sound waves affect particles of water (they cause them to bump into each other transferring energy).

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

[Clarification Statement: Develop a model to make sense of a phenomenon involving the relationship between light reflection and visibility of objects. In the model, identify the relevant components including light and its source, objects, the path that light follows, and the eye.]

Invite students to develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Have students make diagrams of this process.

Grade 5

Louisiana Performance Expectation

Assessment

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.

[Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, or evaporating salt water. Does not

include atomic scale mechanism of evaporation and condensation or defining the unseen particles.]

Invite students to develop a model to describe that matter is made of particles too small to be seen.

Revisit the demonstration of air filling a balloon from Lesson 2.1 of the Ecosystems Restoration unit. Have students draw diagrams that show why the balloon inflates when air is blown into it, and have students include labels that describe the scale of the components in their diagrams.

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved.

[Clarification Statement: Examples of chemical changes includes reactions that produce new substances with new properties. Examples of physical changes could include phase changes, dissolving, or mixing.]

Invite students to measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved.

Provide students with water and sugar and access to a kitchen scale. Have them design an investigation that involves weighing sugar and water before and after mixing. With access to a microwave and freezer, students could extend their investigation to investigate before and after heating or freezing.

5-PS1-3. Make observations and measurements to identify materials based on their properties.

[Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, or liquids.

Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, or solubility; density is not intended to be used as an identifiable property. No attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.]

Invite students to make observations and measurements to identify materials based on their properties.

Provide students with several mystery substances: sugar, citric acid, flour, and cornstarch. Each of these substances is featured in Food Scientist’s Handbook, the reference book in the Modeling Matter unit. Label the substances as follows: Substance A, Substance B, Substance C, and Substance D. With access to water and cups (or resealable plastic bags), hand lenses, measuring spoons, and stir sticks, students can observe the properties of these substances when dry and conduct solubility tests. By consulting Food Scientist’s Handbook, students can compare the properties they observed of each mystery powder with the properties of the substances described in the book.

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

[Clarification Statement: Examples of interactions forming new substances can include mixing baking soda and vinegar. Examples of interactions not forming new substances can include mixing baking soda and water.]

Invites students to conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Provide students with baking soda and three liquids: water, vinegar, and milk. Ask students to plan and conduct an investigation to determine whether or not mixing each liquid with baking soda results in new substances and why.

5-PS2-1. Support an argument that the gravitational force exerted by the Earth is directed down.

[Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth. Earth’s mass causes objects to have a force on them that points toward the center of the Earth, “down”. Support for arguments can be drawn from diagrams, evidence, and data that are provided. This does not include mathematical representation of gravitational force.]

Invite students to support an argument that the gravitational force exerted by the Earth is directed down.

Provide students with the claim and the opportunity to gather evidence before they make their arguments. Evidence could come from the multiple evidence sources that students accessed in the Patterns of Earth and Sky unit, including The Way Things Fall video (with visual evidence used in Lesson 2.4), the Which Way is Up? book, and the Mt. Nose physical model.

5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

[Clarification Statement: Examples of models could include diagrams or flowcharts.]

Invite students to use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Have students revisit the Ecosystem Restoration Simulation with which they can conduct “runs” of the model ecosystem with and without different kinds of organisms, the sun, etc. Have students make diagrams showing where the energy that is released when animals eat food ultimately comes from.

5-LS1-1. Ask questions about how air and water affect the growth of plants.

[Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. The chemical processes of photosynthesis and cellular respiration are not addressed at this grade level.]

Invite students to ask questions about how air and water affect the growth of plants.

Provide students with a few different pictures of plants—some plants that are thriving, and some that are not. Have students discuss how they would figure out why some of the plants aren’t thriving and what questions they might investigate that would help them determine why the plants weren’t thriving.

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

[Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems of the Earth not including molecular explanations.]

Invite students to develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Prompt students with an image showing plants and animals in a specific environment, such as one of the photos in the book Matter Makes It All Up from the Ecosystem Restoration unit. Have students draw diagrams showing the movement of matter through that scene.

Alternatively, you could provide students with the Organism Cards they used in Lesson 1.7 of the Ecosystem Restoration unit, yarn, and scissors and invite them to use the materials to create models of the ecosystem.

5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.

[Clarification Statement: Examples include the relative distances of the stars, but not the sizes. It does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]

Invite students to support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.

Provide students with the claim and the opportunity to gather evidence before they make their arguments. Evidence could come from the multiple evidence sources that students accessed in the Patterns of Earth and Sky unit, including investigations using the digital model (the Patterns of Earth and Sky Simulation), the various physical models, and the various texts.

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

[Clarification Statement: Patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months; not including the causes of the seasons.]

Invite students to represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Students could access the data they collected in the Investigating How Shadows Change activity attached to Lesson 2.3 of the Patterns of Earth and Sky unit. Students can also collect data from Handbook of Constellations, the reference book, and the Patterns of Earth and Sky Simulation for day and night and for the seasonal appearance of some stars in the night sky.

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

[Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.]

Invite students to develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Provide students with a phenomenon to explain that involves the interaction of multiple spheres, such as rain or vegetation on one side of a particular mountain. Have students draw diagrams that show the interactions that lead to the phenomenon, and have students label the spheres and how they interact.

5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

[Clarification Statement: Examples include oceans, lakes, rivers, glaciers, ground water, and polar ice caps.]

Invite students to describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Students can gather data from Water Encyclopedia, the reference book in The Earth System unit.

5-ESS3-1. Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment.

[Clarification Statement: Examples of solutions can include cleanup of oil spills, protecting against coastal erosion, or prevention of polluted runoff into waterways.]

Invite students to generate and compare multiple solutions about ways individual communities use science ideas to protect the Earth’s resources and environment.

Students can search in several books in The Earth System unit—including Water Shortages, Water Solutions, and Engineering Clean Water— for ideas to help them generate solutions.