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a. Investigate to describe that objects can be seen only when light is available to illuminate them. b. Obtain and communicate information that very hot objects give off their own light. [Assessment boundary: Examples of very hot objects c. Investigate that some materials allow light to pass through, others only allow some light to pass through, and some materials block all of the light, creating a dark shadow. d. Investigate to describe how mirrors and prisms redirect light. [Assessment Boundary: Only descriptions from the observations of the phenomenon
of light being redirected from a mirror and a prism to be included.]
e. Carry out investigations to provide evidence that vibrating matter creates sound and that sound can cause matter to vibrate. [Clarification Statement: Examples of vibrating matter that creates sound could be tuning forks or plucking a stretched string. An example of how sound can cause f. Design a device that uses light or sound to send a signal over a distance.
source to send signals, paper cup and string telephones, or drum beats.] matter to vibrate could be holding a piece of paper near a speaker.] [Clarification Statement: Examples of devices could include a light
g. Provide evidence that communicating over distances is important in our daily lives.
[Assessment Boundary: Technological details for how communication devices work should not be included.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Crosscutting Concepts
Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. (a),(b),(c),(d),(e) ______________________
Common Core State Standards Connections: [Note: these connections will be made more explicit and complete in future draft releases] ELA
Mathematics
MP.1 MP.3 1.MD.3
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Measure lengths indirectly and by iterating length units.
May 7, 2012
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