Introduction to the Next Generation Science St in addition to ards EMSE 3123 Math in addition to Science in Elem. Ed. Next Generation Science St in addition to ards Next Generation Science St in addition to ards
Kidd, Tom, Film and Television Columnist has reference to this Academic Journal, PHwiki organized this Journal Introduction to the Next Generation Science St in addition to ards EMSE 3123 Math in addition to Science in Elem. Ed. Presented by Frank H. Osborne, Ph. D. © 2015 Next Generation Science St in addition to ards The Next Generation Science St in addition to ards are organized by grade level in addition to by domains. There are four major divisions used in the Next Generation Science St in addition to ards. Physical Science Life Science Earth in addition to Space Sciences Engineering, Technology in addition to Applications of Science These are distributed among the elementary grade levels. Next Generation Science St in addition to ards Physical Science Domains PS 1: Matter in addition to it Interactions (2, 5) PS 2: Motion in addition to Stability: Forces in addition to Interactions (K, 3) PS 3: Energy (K, 4, 5) PS 4: Waves in addition to their Applications in Technologies as long as In as long as mation Transfer (1, 4)
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Next Generation Science St in addition to ards Life Science Domains LS 1: From Molecules to Organisms: Structures in addition to Processes (K, 1, 3, 4) LS 2: Ecosystems: Interactions, Energy, in addition to Dynamics (2, 3) LS 3: Heredity: Inheritance in addition to Variation of Traits (1, 3) LS 4: Biological Evolution: Unity in addition to Diversity (2, 3) Next Generation Science St in addition to ards Earth in addition to Space Sciences Domains ESS 1: Earths Place in the Universe (1, 2, 4, 5) ESS 2: Earths Systems (K, 2, 3, 4, 5) ESS 3: Earth in addition to Human Activity (K, 3, 4) Engineering, Technology in addition to Applications of Science Domain ETS 1: Engineering Design (K-2) Progressions Within each domain, there are progressions. A progression indicates which part of each domain is covered in each grade. Details of the domains in addition to progressions are found throughout the st in addition to ards. An elementary teacher has to be ready to be able to teach whatever topic is indicated as long as the grade (s)he is teaching.
Major Themes in the Science St in addition to ards The Science St in addition to ards contain major themes regarding what is expected of the children. Plan in addition to conduct an investigation Analyze in addition to interpret data – construction of knowledge from data Make in addition to use observations Construct an argument using evidence Develop models These are seen over in addition to over again. This is what the children need to be doing. Grade K (1) K-PS2 Motion in addition to Stability: Forces in addition to Interactions K-PS2-1. Plan in addition to conduct an investigation to compare the effects of different strengths or different directions of pushes in addition to pulls on the motion of an object. K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Grade K (2) K-PS2 Motion in addition to Stability: Forces in addition to Interactions K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. PS2.A Forces in addition to Motion PS2.B Types of Interactions PS3.C Relationship Between Energy in addition to Forces ETS1.A Defining Engineering Problems
Grade K (3) Life Science From Molecules to Organisms K-LS1-1 Use observations to describe patterns of what plants in addition to animals (including humans) need to survive. LS1.C Organization as long as Matter in addition to Energy Flow in Organisms All animals need food in order to live in addition to grow. They obtain their food from plants or from other animals. Plants need water in addition to light to live in addition to grow. Grade K (4) Earths Systems K-ESS2-1 Use in addition to share observations of local weather conditions to describe patterns over time. K-ESS2-2 Construct an argument supported by evidence as long as how plants in addition to animals (including humans) can change the environment to meet their needs. ESS2.D Weather in addition to Climate ESS2.E Biogeology plants in addition to animals can change their environment ESS3.C Human Impacts on Earth Systems Grade K (5) Engineering, Technology in addition to Applications of Science K-2-ETS1-1 Ask questions, make observations, in addition to gather in as long as mation about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths in addition to weaknesses of how each per as long as ms.
Grade 1 (1) 1-PS4 Waves in addition to their Applications in Technologies as long as In as long as mation Transfer 1-PS4-1 Plan in addition to conduct investigations to provide evidence that vibrating materials can make sound in addition to that sound can make materials vibrate. 1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated. 1-PS4-3 Plan in addition to conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-4 Use tools in addition to materials to design in addition to build a device that uses light or sound to solve the problem of communicating over a distance. Grade 1 (2) Life Science 1: Molecules to Organisms 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants in addition to /or animals use their external parts to help them survive, grow, in addition to meet their needs. 1-LS1-2 Read texts in addition to use media to determine patterns in behavior of parents in addition to offspring that help offspring survive. LS1.A Structure in addition to Function LS1.B Growth in addition to Development of Organisms LS1.D In as long as mation Processing Grade 1 (3) 1-LS3-1 Make observations to construct an evidence-based account that young plants in addition to animals are like, but not exactly like, their parents. LS3.A Inheritance of Traits LS3.B Variation of Traits
Grade 1 (4) Earths Place in the Universe 1-ESS1-1 Use observations of the sun, moon, in addition to stars to describe patterns that can be predicted. 1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year. ESS1.A The Universe in addition to the Stars ESS1.B Earth in addition to the Solar System Grade 2 (1) Physical Science 1: Matter in addition to its Interactions 2-PS1-1 Plan in addition to conduct an investigation to describe in addition to classify different kinds of materials by their observable properties. 2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited as long as an intended purpose. 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 in addition to made into a new object. Grade 2 (2) 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed in addition to some cannot. PS1.A Structure in addition to Properties of Matter solids in addition to liquids structure of matter PS1.B Chemical Reactions – heating in addition to cooling reversibility or irreversibility of effects of heating
Grade 2 (3) Ecosystems: Interactions, Energy, in addition to Dynamics 2-LS2-1 Plan in addition to conduct an investigation to determine if plants need sunlight in addition to water to grow. 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. LS2.A Interdependent Relationships in Ecosystems ETS1.B Developing Possible Solutions 2-LS4-1 Make observations of plants in addition to animals to compare the diversity of life in different habitats. LS4.D Biodiversity in addition to Humans Grade 2 (4) Earths Systems 2-ESS1-1 Use in as long as mation from several sources to provide evidence that Earth events can occur quickly or slowly. ESS1.C The History of Planet Earth 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the l in addition to . 2-ESS2-2 Develop a model to represent the shapes in addition to kinds of l in addition to in addition to bodies of water in an area. Grade 2 (5) 2-ESS2-3 Obtain in as long as mation to identify where water is found on Earth in addition to that it can be solid or liquid ESS2.A Earth Materials in addition to Systems ESS2.B Plate Tectonics in addition to Large-Scale System Interactions ESS2.C The Roles of Water in Earths Surface Processes ETS1.C Optimizing the Design Solution
Grade 3 (1) Physical Science: Motion in addition to Stability 3-PS2-1 Plan in addition to conduct an investigation to provide evidence of the effects of balanced in addition to unbalanced as long as ces on the motion of an object. 3-PS2-2 Make observations in addition to /or measurements of an objects motion to provide evidence that a pattern can be used to predict future motion. 3-PS2-3 Ask questions to determine cause in addition to effect relationships of electric or magnetic interactions between two objects not in contact with each other. Grade 3 (2) 3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets. PS2.A Forces in addition to Motion PS2.B Types of Interactions Grade 3 (3) Growth in addition to Development of Organisms 3-LS1-1 Develop models to describe that organisms have unique in addition to diverse life cycles but all have in common birth, growth, reproduction, in addition to death. LS1.B Growth in addition to Development of Organisms 3-LS2-1 Construct an argument that some animals as long as m groups that help members survive. LS2.D Social Interactions in addition to Group Behavior
Grade 3 (5) Evolution in addition to Natural Selection 3-LS4-1 Analyze in addition to interpret data from fossils to provide evidence of the organisms in addition to the environments in which they lived long ago. 3-LS4-2 Use evidence to construct an explanation as long as how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, in addition to reproducing. 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, in addition to some cannot survive at all. Grade 3 (6) 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes in addition to the types of plants in addition to animals that live there may change. LS2.C Ecosystem Dynamics, Functioning, in addition to Resilience LS4.A Evidence of Common Ancestry in addition to Diversity LS4.B Natural Selection LS4.C Adaptation LS4.D Biodiversity in addition to Humans Grade 3 (7) Weather in addition to Climate 3-ESS2-1 Represent data in tables in addition to graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2 Obtain in addition to combine in as long as mation to describe climates in different regions of the world. ESS2.D Weather in addition to Climate 3-ESS-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. ESS3.B Natural Hazards
Grade 4 (1) Energy 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, in addition to electric currents. 4-PS3-3 Ask questions in addition to predict outcomes about the changes in energy that occur when objects collide. 4-PS3-4 Apply scientific ideas to design, test, in addition to refine a device that converts energy from one as long as m to another. PS3.A Definitions of Energy PS3.B Conservation of Energy in addition to Energy Transfer PS3.C Relationship between Energy in addition to Forces PS3.D Energy in Chemical Processes in addition to Everyday Life ESS3.A Natural Resources ETS1.A Defining Engineering Problems Grade 4 (2) Waves in addition to In as long as mation 4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude in addition to wavelength in addition to that waves can cause objects to move. 4-PS4-3 Generate in addition to compare multiple solutions that use patterns to transfer in as long as mation. PS4.A Wave Properties PS4.C In as long as mation Technologies in addition to Instrumentation ETS1.C Optimizing the Design Solution Grade 4 (3) From Molecules to Organisms 4-LS1-Construct an argument that plants in addition to animals have internal in addition to external structures that function to support survival, growth, behavior, in addition to reproduction. Use a model to describe that animals receive different types of in as long as mation through their senses, process the in as long as mation in their brain, in addition to respond to the in as long as mation in different ways.
Summary You need to know the science content of what is required as long as the grade you are teaching. If you never had something in a class you took in University, such as Physics or Chemistry, then you need to teach yourself the content that is necessary as long as teaching the children. Utilize my PowerPoint Presentations on Science Review as long as the Elementary Education: Multiple Subjects Praxis II Test. The End
Kidd, Tom Film and Television Columnist
Kidd, Tom is from United States and they belong to Music Connection and they are from Van Nuys, United States got related to this Particular Journal. and Kidd, Tom deal with the subjects like Entertainment; Music Industry; Performing Arts
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