Content Standard(s):
Science 3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
Distinguish between living and nonliving things.
Verify what living things need to survive
Use observations to distinguish between living and nonliving things and describe patterns of what plants and animals need to survive. Teacher Vocabulary:
Distinguish
Living
Nonliving
Verify
Need
Survive
Animals
Plants
Nutrients
Water
Sunlight
Air
Food Knowledge:
Students know:
All animals need food, water, and air in order to survive.
Animals obtain their food from plants and other animals.
Plants need water, light and air to survive. Skills:
Students are able to:
Distinguish between living (including humans) and nonliving things.
Verify what living things, including plants and animals, need to survive. Understanding:
Students understand that:
Patterns in the natural world can be observed and used as evidence when distinguishing between living and nonliving things and determining the needs of living things. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 4 ) Gather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
Make a claim using evidence to show how plants and animals sometimes alter their environment to ensure their needs are met. Teacher Vocabulary:
Gather
Evidence
Support
Plant
Animal
Provide
Needs
Alter
Environment
Claim Knowledge:
Students know:
Plants and animals meet their needs.
Plants change their environment to meet their needs.
Animals change their environment to meet their needs. Skills:
Students are able to:
Gather data (evidence) to support a claim that plants and animals alter the environment when meeting their needs. Understanding:
Students understand that:
Systems in the natural and designed world have parts that work together like the plants and animals within their environments. AMSTI Resources:
*vocabulary related to specific examples
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 5 ) Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).*
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
Use given materials to design a device that imitates how plants and/or animals survive, grow and/or meet their needs. Teacher Vocabulary:
materials
design
solution
human problem
imitate
external parts
survive
needs
insulation
mimicry
camouflage
protection
ask
plan
imagine
create
improve Knowledge:
Students know:
How plants use their external parts to survive, grow and meet their needs.
How animals use their external parts to survive, grow and meet their needs.
People can imitate how plants and animals survive and grow to help us solve a human problem. Skills:
Students are able to:
Design a device that attempts to solve a human problem.
Use materials to imitate external structures of plants and animals. Understanding:
Students understand that:
The shape and stability of structures of natural and designed objects are related to their function. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 7 ) Obtain information from literature and other media to illustrate that there
are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
Illustrate the diversity of living things in different habitats, including both land and water. Teacher Vocabulary:
Literature
Media
Diversity
Habitats
Woodland
Tundra
Desert
Rainforest
Ocean
River Knowledge:
Students know:
Plants and animals are diverse within different habitats. Skills:
Students are able to:
Obtain information from literature and other media.
Illustrate the different kinds of living things and the different habitats in which they can be found. Understanding:
Students understand that:
There are many different kinds of living things in any area, and they exist in different places on land and in water. AMSTI Resources:
Be sure students are aware of credible media resources when obtaining information.
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation.
Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts 4. With guidance and support, ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media.
Example: Use interrogatives who, what, where, when, why, and how to ask questions.
Unpacked Content
Teacher Vocabulary:
4.
Ask
Answer
Seek
Clarify
Orally
Media
Guidance
Support Knowledge:
4. Students know:
Questions to seek help.
Questions to get information.
Questions to clarify information.
Common stems for asking questions (i.e., interrogatives like who, what, when, why, and how ). Skills:
4. Students are able to:
Ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media with guidance and support. Understanding:
4. Students understand that:
They can seek help, get information, or clarify information presented orally, through text, or other media by asking and answering questions.
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active Listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
Agreed-upon rules for participation.
Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts 3. Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format.
Unpacked Content
Teacher Vocabulary:
3.
Information
Clarify
Audible
Digital format Knowledge:
3. Students know:
Questions to seek help.
Questions to get information.
Questions to clarify information. Skills:
3. Students are able to:
Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format. Understanding:
3. Students understand that:
They can get help, learn new information, or express information they know or have learned by asking and answering questions, depending on the task at hand.
English Language Arts 17. Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.
Unpacked Content
Teacher Vocabulary:
17.
Content knowledge
Read-alouds
Informational text
Literary text
Participating
Content-specific discussions
Peers
Drawing
Writing Knowledge:
17. Students know:
Content knowledge can be learned from read-alouds of informational and literary texts.
Content knowledge can be shared with others through discussions, drawing, or writing. Skills:
17. Students are able to:
Gain new content knowledge by engaging in read-alouds of informational and literary texts.
Participate in discussions with their peers demonstrating their knowledge of content-specific topics.
Produce drawings or writing that displays content knowledge learned through read-alouds. Understanding:
17. Students understand that:
They can learn new information by engaging in read-alouds of informational and literary texts.
They can demonstrate their understanding of content-specific knowledge through discussions, drawing, or writing.
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active Listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
Agreed-upon rules for participation for discussions and conversations in a variety of settings.
Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts 1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
Unpacked Content
Teacher Vocabulary:
1.
Conversations
Discussions
Groups
Peers
Agreed-upon rules Knowledge:
1. Students know:
Speaking and listening skills for discussions and conversations with groups and peers.
Agreed-upon rules for discussions. Skills:
1. Students are able to:
Listen attentively.
Add to conversations.
Take turns speaking.
Respond to the comments of others.
Extend conversations.
Converse with peers and adults.
Converse in small and large groups.
Ask clarifying questions. Understanding:
1. Students understand that:
Good conversations occur when participants actively listen, build on others' ideas, and ask clarifying questions.
English Language Arts 22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
22.
Content knowledge
Read-alouds
Independent reading
Informational text
Literary Text
Content-specific discussions
Writing Knowledge:
22. Students know:
Content knowledge is information learned about a specific subject.
Content knowledge can be learned by listening to read-alouds or independently reading.
Informational text is nonfiction text, and literary text is fictional. Skills:
22. Students are able to:
Build content knowledge from listening to text read aloud and from independently reading.
Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
Use content knowledge learned from read-alouds and independent reading in writing. Understanding:
22. Students understand that:
Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
They can produce writings that demonstrate knowledge of content-specific information.
