Content Standard(s):
Science 9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Place in the Universe
Evidence Of Student Attainment:
Students:
Make observations, firsthand or from media, to collect data and use it to describe the relationship between the number of hours of daylight and the time of the year. Teacher Vocabulary:
observe
seasonal
patterns
sunrise
sunset
describes
relationship
hours
daylight
year Knowledge:
Students know:
There is a relationship between the relative length of the day and the season of the year. Skills:
Understanding:
Students understand that:
Seasonal patterns of sunrise and sunset can be observed, described and predicted. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Digital Literacy and Computer Science R5) Locate and curate information from digital sources to answer research questions.
Unpacked Content
Evidence Of Student Attainment:
Students:
will find and collect information about a topic using a computing device.
will use key words about a topic in a search engine to find information about that topic. Teacher Vocabulary:
video text image webpage ebook Knowledge:
Students know:
search engines help to locate information.
computers give access to many different forms of information.
devices can record pictures, drawings, videos, and text. Skills:
Students are able to:
choose and type or say key words and phrases into a search engine which results in specific information pertaining to a topic when given support and guidance from an adult.
find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video when given support and guidance from an adult.
record their learning into a digital device using video, text, and/or pictures/drawings when given support and guidance from an adult. Understanding:
Students understand that:
a search engine will find specific resources and information using key words.
answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
they can show what they have learned using a digital resource such as video, text, and or pictures/drawings.
Digital Literacy and Computer Science 1) Classify and sort information into logical order with and without a computer.
Examples: Sort by shape, color, or other attribute; sort A-Z.
Unpacked Content
Evidence Of Student Attainment:
Students:
will identify various attributes/characteristics of items.
will sort items based on an identified attribute/ characteristic. Teacher Vocabulary:
Knowledge:
Students know:
how to identify attributes of items.
that attributes are used for sorting. Skills:
Students are able to:
identify various attributes of items.
sort items based on an identified attribute. Understanding:
Students understand that:
items can have attributes of varying types.
attributes can be used to group items.
attributes can be used to sort items and put into a specific order.
Digital Literacy and Computer Science 14) Discuss the purpose of collecting and organizing data.
Unpacked Content
Evidence Of Student Attainment:
Students:
will determine when collecting and organizing data will serve the best purpose.
will determine the best method for organizing data collected. Teacher Vocabulary:
data collection information graph Knowledge:
Students know:
data can be collected to give information.
data can be organized in various ways. Skills:
Students are able to:
determine appropriate situations to collect data.
determine a way to organize data they collect. Understanding:
Students understand that:
data collection gives information.
the method chosen for organizing data is important.
Digital Literacy and Computer Science 15) Interpret data displayed in a chart.
Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).
Unpacked Content
Evidence Of Student Attainment:
Students:
will observe data organized in a chart or graph and answer basic questions based on that data.
will observe organized data and interpret that data both verbally and in written form. Knowledge:
Students know:
how to look at simple graphs and interpret them collaboratively and indepently.
information can be depicted in various ways such as numbers, pictures, blocks. Skills:
Students are able to:
answer questions based on information shown in a graph or chart.
determine certain results based on information in a graph or chart. Understanding:
Students understand that:
we gain information by collecting data and depicting that data in a chart or graph.
we can look at charts and graphs and discover information.
Mathematics 16. Organize, represent, and interpret data with up to three categories.
a. Ask and answer questions about the total number of data points in organized data.
b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.
c. Determine "how many" in each category using up to three categories of data.
d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.
Unpacked Content
Evidence Of Student Attainment:
Students:
will create a table or chart to organize and represent data with up to three categories using physical objects, tally mark graphs, pictographs, Venn diagrams, yes/no charts, or bar graphs.
analyze and interpret the data verbally and in writing by asking and answering questions about the total number of data points, how many in each category, or how many more or less are in one category than in another.
use measurement vocabulary such as most, least, more than, less than, and similar comparison words. Teacher Vocabulary:
Tally mark graphs
Pictographs
Venn diagrams
Yes/no charts
Bar graphs Knowledge:
Students know:
objects can be grouped into categories based on like characteristics.
they can gain information from graphs. Skills:
Students are able to:
create, analyze, and interpret data. Understanding:
Students understand that:
questions concerning mathematical contexts can be answered by collecting and organizing data. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.1.16.1: Define more and less.
M.1.16.2: Describe methods for representing data. M.1.16.3: Locate information on data displays.
M.1.16.4: Classify objects into given categories; count the number of objects in each category, and sort the categories by count.
M.1.16.5: Recognize different types of data displays.
Prior Knowledge Skills:
Identify more and less when given two groups of objects.
Identify object attributes.
Count objects up to ten.
Count to 10 by ones.
Understand a different types of graphs (ex. Venn diagram, bar graphs and pictograph).
Identify more and less when given two groups of objects of 10 or fewer.
Count objects up to 10.
Count to 10 by ones.
Understand categories.
Identify object attributes. Count to 1-20.
Mimic counting by ones.
Recognize numerals from 0-20.
Understand the concept of amount.
Pair the number of objects counted with "how many?"
Understand that the last number name tells the number of objects counted.
Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
Alabama Alternate Achievement Standards
AAS Standard:
