1-LS1-2 From Molecules to Organisms: Structures and Processes

1-LS1-2   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

1-LS1-2.Read 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).]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.LS2.D

Common Core State Standards Connections:

ELA/Literacy -
RI.1.1 Ask and answer questions about key details in a text. (1-LS1-2)
RI.1.2Identify the main topic and retell key details of a text. (1-LS1-2)
RI.1.10 With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2)
Mathematics -
1.NBT.B.3Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. (1-LS1-2)
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1-LS1-2)
1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)
1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (1-LS1-2)

1-LS1-2   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

1-LS1-2.Read 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).]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.LS2.D

Common Core State Standards Connections:

ELA/Literacy -
RI.1.1 Ask and answer questions about key details in a text. (1-LS1-2)
RI.1.2Identify the main topic and retell key details of a text. (1-LS1-2)
RI.1.10 With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2)
Mathematics -
1.NBT.B.3Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. (1-LS1-2)
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1-LS1-2)
1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)
1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (1-LS1-2)

1-LS1-2   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

1-LS1-2.Read 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).]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.LS2.D

Common Core State Standards Connections:

ELA/Literacy -
RI.1.1 Ask and answer questions about key details in a text. (1-LS1-2)
RI.1.2Identify the main topic and retell key details of a text. (1-LS1-2)
RI.1.10 With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2)
Mathematics -
1.NBT.B.3Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. (1-LS1-2)
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1-LS1-2)
1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)
1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (1-LS1-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.