Next Generation Science Standards Correlations
Patterns
K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail (K-ESS3-1)
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
+ Science & Engineering Practices- Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
Read and discuss observations from Flora’s Caterpillar. Why do you think the caterpillar looks like a “J” at one point in the story? Does this happen with other caterpillars during metamorphosis? Raise a caterpillar from the schoolyard and release the butterfly or raise crickets (to feed other classroom pets)
+ Disciplinary Core Ideas- LS1.C: Organization for Matter and Energy Flow in Organisms
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. What do monarch caterpillars need to grow? What do monarch butterflies need?
+ Crosscutting Concepts
Patterns in the natural and human-designed world can be observed and used as evidence.
Consider the life cycles of butterflies and moths. Create your own fill-in-the blank circle of life.
3–LS1–1 Develop models to describe organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
RI.3.7 Use information gained from illustrations (e.g. maps, photographs, and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur. 3-LS1-1
SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace, add visual displays when appropriate to emphasize and enhance certain facts or details. 3-LS1-1
Interdependent Relationships in Ecosystems
Cause and effect: Mechanism and explanation
Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
+ Science and Engineering PracticesAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
Analyze & interpret data to make sense of phenomena using logical reasoning.(3-LS4-1)
Give each student 2 insect eggs to hatch and observe. Compare results.
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
* Construct an argument with evidence, data, and/or a model. (3-LS2-1)
* Construct an argument with evidence. (3-LS4-3)
* Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.(3-LS4-4)
Observe a caterpillar as it goes through the developmental stages of metamorphosis.
+ Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS2.D: Social Interactions and Group Behavior
+ Analyzing and Interpreting Data
* Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (3-LS2-1)
* Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)– watch for our next book
Cause and Effect: Mechanism & Explanation
Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1), (3-LS4-3)When the caterpillar did not eat grass, Flora got online to research the caterpillar’s needs and found that different caterpillars eat different foods. How did the monarch caterpillar react to receiving milkweed leaves?
Scale, Proportion, and Quantity
Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. (3-LS4-1)What happened to Flora’s caterpillar? Discuss metamorphosis.
Systems and System Models
Asystem can be described in terms of its components and their interactions. (3-LS4-4) How does a monarch butterfly contribute to the ecosystem where it lives?
Connections to Engineering, Technology, and Applications of ScienceInterdependence of Science, Engineering, and Technology
Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)
Connections to Nature of ScienceScientific Knowledge Assumes an Order and Consistency in Natural Systems
* Science assumes consistent patterns in natural systems. (3-LS4-1)
Scientific knowledge is based on empirical evidence
Scientists look for patterns and order when making observations about the world.
K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail (K-ESS3-1)
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
+ Science & Engineering Practices- Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
Read and discuss observations from Flora’s Caterpillar. Why do you think the caterpillar looks like a “J” at one point in the story? Does this happen with other caterpillars during metamorphosis? Raise a caterpillar from the schoolyard and release the butterfly or raise crickets (to feed other classroom pets)
+ Disciplinary Core Ideas- LS1.C: Organization for Matter and Energy Flow in Organisms
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. What do monarch caterpillars need to grow? What do monarch butterflies need?
+ Crosscutting Concepts
Patterns in the natural and human-designed world can be observed and used as evidence.
Consider the life cycles of butterflies and moths. Create your own fill-in-the blank circle of life.
3–LS1–1 Develop models to describe organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
RI.3.7 Use information gained from illustrations (e.g. maps, photographs, and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur. 3-LS1-1
SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace, add visual displays when appropriate to emphasize and enhance certain facts or details. 3-LS1-1
Interdependent Relationships in Ecosystems
Cause and effect: Mechanism and explanation
Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
+ Science and Engineering PracticesAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
Analyze & interpret data to make sense of phenomena using logical reasoning.(3-LS4-1)
Give each student 2 insect eggs to hatch and observe. Compare results.
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
* Construct an argument with evidence, data, and/or a model. (3-LS2-1)
* Construct an argument with evidence. (3-LS4-3)
* Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.(3-LS4-4)
Observe a caterpillar as it goes through the developmental stages of metamorphosis.
+ Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS2.D: Social Interactions and Group Behavior
+ Analyzing and Interpreting Data
* Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (3-LS2-1)
* Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)– watch for our next book
Cause and Effect: Mechanism & Explanation
Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1), (3-LS4-3)When the caterpillar did not eat grass, Flora got online to research the caterpillar’s needs and found that different caterpillars eat different foods. How did the monarch caterpillar react to receiving milkweed leaves?
Scale, Proportion, and Quantity
Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. (3-LS4-1)What happened to Flora’s caterpillar? Discuss metamorphosis.
Systems and System Models
Asystem can be described in terms of its components and their interactions. (3-LS4-4) How does a monarch butterfly contribute to the ecosystem where it lives?
Connections to Engineering, Technology, and Applications of ScienceInterdependence of Science, Engineering, and Technology
Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)
Connections to Nature of ScienceScientific Knowledge Assumes an Order and Consistency in Natural Systems
* Science assumes consistent patterns in natural systems. (3-LS4-1)
Scientific knowledge is based on empirical evidence
Scientists look for patterns and order when making observations about the world.