Multiple lntelligences . - A - - -- Howard Gardner of Harvard has identi?ed seven distinct intelligences. This theory has emerged from recent cognitive research and extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical? mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences the so?called pro?le of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suf?ces to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that ?a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows: Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. Musical show sensitivity to and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking tapping out time. Tools include muslcalinstruments, music, radio, stereo, multimedia. Interpersonal understanding, interacting with others. These students learn through in?teraction. They have many friends, empathy for others, streetSmarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video-conferencing, writing, computer conferencing, E~mail. lntrapersonal - understanding one's own interests, goals. These learners tend to shy away fromothers. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, con?dence and opinions. They can-be taught through independent study and introspection Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form conCepts before they can deal with details. At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it beComes apparent why multimedia appeals to learners and why a mix of media is more effective. It satis?es the many types oflearning preferences that one person may embody or that a class embodies. Areview of the literature shows that a variety cf decisions must be made when choosing media that' Is appropriate to learning style. Visuals: Visual media help students acquire concrete concepts, such as object identi?cation, spatial relationship, or motor skills where words alone are inefficient. Printedwords: There is disagreement about audio?s superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of- the task to be learned.- Sound: A distinction is drawn between verbal sound and non-verbal sound suchas music. Sound media are necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers. Motion: Models forcedecisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement. Several models assert that motionmay be unnecessary and provides decision aid questions based upon objectives._.Vis_ual media which portray motion are best to show or cognitive domain expectations by showing the skill as a model against which students can measure their performance. Color; Decisions on color display are required if an object's color is relevant to what is being learned. Realia: Realia are tangible, real objects which are not models and are useful" to teach ?motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use with individuals or groups and may be situation based. Realia may be used to present information realistically but it may be equally important that the, presentation corresponds with the way learner's represent information internally. instructions! Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned. Print instruction should be delivered in an individualized mode which allows the learner to set the learning pace. The ability to provide corrective feedback for individual learners is important but any medium can provide corrective feedback by stating the correct answer to allow comparison of the two answers. Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Although research has had limited success in identifying the media most suitable for types of learners several models are based on this method. Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review. Categories of Learning'Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies. Several models suggest a procedure which categorizes learning outcomes, plans instruCtional events to teach objectives, identifies the type of stimuli to present events, and media capable of presenting the stimuli Events of Instruction: The external events which support internal learning processes are called eVents of instruction. The events of instruction are planned before selecting the "media to present it. Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement. Several-models indicate that the elicited performance should be categorized by type; overt, covert, motor, verbal, constructed, and select. Media should be selected which is best able to elicit these responses and the response frequency. One model advocates a behavioral approach so that media is chosen to elicit responses for . practice. To provide feedback about the student?s response, an interactive medium might be chosen, but any medium can provide feedback. Learner characteristics such'as error 'p'roneness and anxiety shoeld influence media Selection. Testing which traditionally is accomplished through print, may be handled by electronic media. Media are better able to assess learners' visual skills than are print media and can be used to assess learner performance in realistic situations. from ?The Distance Learning Technology Resource Guide, by Cane Lane I :gs'neVisual ARTS: So much MORE than What you see. .. 1 E's I I bylohn Goldonowiczr . Originally published in Art Education, November, 1985, Vol.38, No. 6, p. 17 titre FRENCH or SPAl?ilSl-l, ARTisa languagethat can be learned and understood. it is a form of communication that one can learn to read and speak through study and practice. Reading art means 1 understanding a visual statement. Speaking art means creating a visual statement. When artseems strange or meaningless, it is only that this language is yet to be understood. like AR has an established vocabulary and grammar (the elements and principles of design).These fundamentals of composition are the basis forappreclating and producing works of art. All creativity must be cha nneled through these rules of construction in order to make a clear statement. To comprehend how art is put together is to be visually literate. Li?re ART is based on a natural order and relationship of elements.These elements, such as line and color, have unique properties and can be explored in lab-like projects and exercises that reveal individual characteristics, as well as how these qualities can be manipulated and how these elements can work together. Through experimentation, one can discoverthe nature and potential of art. 3 like ART possesses certain principles that are 33 logical, time-proved, and constant guidelines to pictorial organization. An effective composition requires thought, planning, and order. All parts must be considered toward the whole. (oncepts such as linear perspective and color theory are speci?c examples of how art is as analytical as it is emotionai. Like hld?v?SlCAL EDUCATION, ART can require a sort of visual toning?exercising one's eyes earnestly and regularly. With conscientious practice, one's abilities can be recognized, developed, and mastered. Through perseverance, a faithful routine can lead to signi?cant accomplishment. A lazy orsporadic approach limits potential. Gradual progress prevails over instant achievement. Lilce SOCIAL STUDIES, ART promotes an awareness and understanding of people and cultures. Art re?ects the ideas and ideals of societies, Governments, and religions. Art has been in?uenced by geography, war, and commerce. Art can help us understand past civilizations and de?ne our identity for future generations. Art is a visual record of people and their world. Latte MUSIC, ART is based on the re?nement of one of our senses. As music relates to how one listens and hears, art focuses on looking and seeing?on visual sensitivity. In both areas, the perception of subtlety is essential to grasping variation and innovation. in music and art, the greatest accomplishments are those in which subtlety and sensitivity are balanced with skiil and creativity. tilce ART can be a vehicle through which to tap one's soul. Art can be a mirror of one's beliefs, one's feelings, one's identity, one's relationship to others. Art can express oursecularand spiritual quality, our orientation toward life. In exploring and exposing aspects of people's souls, art can communicate that which is universal and that for which there are no words. ,Av??r Connecticut Early Learning and Development Standards What children, birth to five, should know and be able to do Connecticut?s Early Leamlng and Development Standards were developed to help families, communities and schools work together to support children?s early learning and growth. (814? CONNECTICUT CORE STANDARDS OVERVIEW MATERIALS- CURRICULUM DESIGNERS IMPACT: Illuminating Standards Video Series What would it look like if standards were met with depth, and imagination? The Illuminating Standards Project, a collaborative project of Expeditionary Learning and the Harvard Graduate School of Education, showcases a video collection of long?term, interdisciplinary, arts- infused, community-connected projects illustrating how to make standards come alive in project?based learning. The videos could be used in a professional development setting to have staff examine the relationship between meeting the demands of state standards and the creation of powerful learning experiences for students. Connecticut Common Core Standards Toolbox This Power Point presentation explains the review process, Classroom Look Fors and how to assess and debrief classroom lessons. (Jennifer Webb@ct.gov) Why Writing About Math is the Best Part of Common Core by Chad Orzel, Forbes magazine article, February 21, 2017 (forbes.com) NEW K-12 Teachers: Getting a Handle on the Standards Resource 1?provides an overview of the Mathematics and ELA Literacy CCSS as well as activities for educators to examine the CCSS in depth (cse.ucla.edu) Building Fluency: A Guide to Grades K-2 ELA Standards This free UnboundEd ELA Guide is designed to explain what the new, high standards for ELA say about what students should learn in each grade, what they mean for curriculum and instruction, and how to implement teaching practices that support them. It demonstrates how ?uency practice can be integrated into ELA and instruction across content areas. (unbounded.org) NEW The Word-Conscious Classroom Building the Vocabulary Readers and Writers Need by Judith A. Scott, Bonnie J. Skobel, and Jan Wells (Reading Essentials Reprint Series, December 2016, Text Project, Inc.) This is a link to download the complete book. NEW Aligned: A conversation about standards-aligned instructional materials: recognize alignment, improve your materials, conduct a textbook review, and understand aligned assessment. (achievethecoreorg) NEW Outcomes of the Adaptation Process, Part 6 of Adapting Materials Project: New case studies share a look at the process of adapting math and ELA materials. (achievethecoreorg) NEW Building Knowledge provides resources for exploring the shifts required by the Common Core State Standards as well as a link to the Text Set Project. (achievethecoreorg) Finding Overlap in the Common Core Math, Language Arts, and National Science Standards (Education Week, October 2014) A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas by the National Research Council, 2012 offers free electronic access to the NRC Report upon which the NGSS were based. It is recommended reading for teachers trying to understand NGSS. (napedu) The Coherence Map shows the connections between Common Core State Standards for mathematics. lt illustrates how to build student understanding by linking together concepts within and across grades, identi?es gaps in a student's knowledge by tracing a standard back through its logical pre-requisites, and helps the teacher to visualize and understand how supporting standards relate to the major work of the grade. Standards are illustrated with tasks, lessons, and assessments, as well as excerpts from the Progressions documents. (achievethecore.org) Relationships and Convergences?a Venn Diagram which shows how the practice standards overlap in Math, Language Arts, and Science (ell.stanford.edu) COMMOM CORE STATE STANARDS: ELAILITERACY MATH Common Core State Standards and Appendices for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (corestandards.org) Spanish Language Version of the Common Core State Standards for English Language Arts Literacy in History! Social Studies, Science, and Technical Subjects (commoncore-espanol.sdcoe.net) English Language Arts K-5 Standards Progression (PCG in collaboration with the Connecticut State Department of Education) English Language Arts 6-12 Standards Progression (PCG in collaboration with the Connecticut State Department of Education) Core Content Connectors identify the most salient grade-level, core academic content in ELA and Mathematics found in both the Common Core State Standards and the Learning Progression Frameworks. illustrate the knowledge and skills needed at each grade to promote success at the next, and identify priorities in each content area to guide instruction. Teaching Channel Videos: - Common Core State Standards for ELA for the Elementary grades . Common Core State Standards for ELA for the Middle grades - Common Core State Standards for ELA and for the High School grades Common Core State Standards and Appendix for Mathematics (corestandards.org/math) Spanish Language Version of the Common Core State Standards for Mathematics (commoncore-espanol.sdcoe.net) Mathematics K-2 Standards Progression (Hawaii DOE) Mathematics 3-5 Standards Progression (Hawaii DOE) Mathematics 6-8 Standards Progression (Hawaii DOE) Conceptual Category Progressions- Traditional Pathways Core Content Connectors identify the most salient grade-level, core academic content in ELA and Mathematics found in both the Common Core State Standards and the Learning Progression Frameworks. illustrate the knowledge and skills needed at each grade to promote success at the next, and identify priorities in each content area to guide instruction. This 14 minute video introduces the Common Core State Standards for Math (teachingchannelorg) Illustrating the Standards for Mathematical Practice?NCSM, learning EQUIP RESOURCES FOR COMMON CORE ALIGNMENT: ALL SUBJECTS The Review Process and Rubric (achievethecore.org) e-Learning Modules The purpose of this e-Learning module is to develop the learner?s knowledge and understanding of the Quality Review Process, which is designed to increase the ability of educators and educational leaders to identify and create quality instructional materials aligned to the Common Core State Standards. Speci?cally, learners will explore what effective observations and criterion-based feedback look like and experience the process of reviewing instructional materials using the Quality Review criteria, rating scales, and rating descriptors. (achieve.org) The Student Work Protocol is designed to establish or articulate the relationship between student work and the quality and alignment of instructional materials that previously have been reviewed using the quality review process. Focusing on this relationship enables educators to develop a common understanding of the challenging work required by the CCSS. (achieve.org) Strengthening Lessons for the Common Core This video explores the role of the rubrics in instructional planning, calibration and what teachers might learn from evaluating lessons together. (Achieve and Teaching Channel) Educators Evaluating the Quality of Instructional Products (achieve.org) MATH Rubric for Lessons Units: ELA/Literacy Grades K-2 (achieve.org) Rubric for Lessons and Units: ELA/Literacy (Grades 3-5) and ELA (Grades 6-12) (achieve.org) Peer Review in Action: The ELA Rubric - This video introduces a Student Work Protocol to evaluate an ELA/Literacy lesson using the rubric. (Achieve and Teaching Channel) Understanding Quality and Alignment: ELA/Literacy This video provides an overview of Achieve?s collaborative and the Tri-State Rubrics for evaluating the quality of instructional materials. (achieve.org/EQulP) EQUIP Rubric for Lessons 8. Units: Mathematics (achieve.org) Peer Review in Action: The Math Rubric - This video shows a group of educators evaluating a math lesson using the EQUIP rubric (Teaching Channel in collaboration with Achieve) SCIENCE Rubric for Lessons Units: Science The NGSS rubric describes a set of criteria for high-quality science lessons and units. What can the Rubric Do For You? This blog hosted on Teaching Channel provides an in-depth discussion of the NGSS rubric as well as links to websites and resources to facilitate implementation of NGSS in the classroom. NGSS Video Series ?This video series, produced through a collaboration between Achieve and Teaching Channel, helps educators gain a deeper understanding of the features and shifts that are inherent in the NGSS. Videos showcase explicit ?look-fors? used to evaluate the quality of instructional materials using the NGSS rubric. COMMON CORE IMPLEMENTATION FOR ALL CONSIDERATIONS The Coaching and Self-Re?ection Tool for Competency in Teaching English Learners is an interactive learning tool designed to support educators? understanding of The Common Core of Teaching through the lens of effective practice for ELs. This resource was designed by the CT Strategic English Learner Partnership, a collaboration between the CSDE and the Regional Educational Service Centers (RESCs) to support all educators in their work with ELs. The Tool is organized by the domains and indicators from the 2016 CCT Rubric and provides: a research base relevant to examples of highly effective practices with hyperlinks to examples, resources, and videos; sample ?might sees? describing diverse classroom scenarios of best practices in action; sample questions for coaching and self-re?ection. (sde.ct.gov) NEW A Teacher?s Guide to the Common Core: A Resource Guide for Success in English Language Arts for Teachers who Work with English Learners and Students with Disabilities Resources in the guide include: identi?cation and explanation of the ELA instructional shifts, strategies and instructional considerations, a lesson planning guide and template, an exemplar lesson, and digital resources to deepen and expand understanding. (achievethecoreorg) NEW Texthelp now provides accessible content for all Learners on CommonLit?s Free Educational Content Platform by using a new integrated toolbar that makes complex text more accessible to all types of readers/learners, including those struggling with literacy. The toolbar offers text?to-speech and translation support and is available at no cost to all CommonLit users. Teachers and students can: listen to text read aloud; translate selected text into different languages; view word de?nitions with a single click; highlight digital text. (commonlitorg) NEW Essential Actions: 15 Researched-based Practices to Increase ELL Student Achievement In this article written for Colorin Colorado, Kristina Robertson shares a step-by-step process for meeting academic language needs. (colorincoloradoorg) NEW NEA How Educators Can Advocate for English Language Learners: ALL 2015 Advocacy Guide (nea.org and colorincoloradoorg) Stanford CLAD ELL Modules online materials for teachers who work with students from culturally and linguistically diverse backgrounds. (web.stanford.edu) NEW A Different Look at the Causes of the Achievement Gap: The Matthew Effect In this hour-long presentation, David Liben provides a thorough review of research on the causes of the reading achievement gap and offers practical suggestions?and free resources?for teachers to narrow the gap and increase achievement. (achievethecoreorg) NEW Sal Kahn speaks at TED about Mastery-based Learning, sharing his plan to turn struggling students into scholars by helping them master concepts at their own pace in this 10 minute video. (khanacademyorg) NEW Improving Writing Skills: ELLs and the Joy of Writing by Kristina Robertson This article discusses the important correlation between writing and language development. It also includes how to differentiate writing activities that allow for. every students to be successful (colorincolorado. org) NEW An Innovative High School CCSS Lesson for ELLS: Letters from John Smith This blog posted on colorincoloradoorg by Diane Staehr Fenner describes some innovations that provide strategies for all teachers of ELLs. (colorincoloradoorg) Using Multi-Tiered Systems of Support (MTSS) to Implement Common Core ?a white paper that encourages schools to embrace the needs of ALL students, and recommends implementing the standards within a framework of a Multi- Tiered System of Supports (MTSS) to help ensure that all students succee (cgcsorg) Understanding Language?Language, Literacy, and the Content Areas? Teaching resources that exemplify quality instruction for ELLs across three content areas: English Language Arts, Mathematics, and the Next Generation Science Standards. (ell.stanford.edu) English Language Proficiency Development Framework?This framework outlines the underlying English language practices and uses found in the CCSS and the communicates to ELL stakeholders the language skills that all ELLs must acquire in order to successfully engage the CCSS and NGSS. (ccssoorg) Linking Assessment with Reading Instruction for ELL Students (Iexile.com) . SCIENCE For Sfalu. Hy Shin DCI Arrangements of the Next Generation Science Standards Table of Contents Elementary Introduction 3 Kindergarten Storyline 4 K-PSZ Motion and Stability: Forces and Interactions 5 Energy 6 From Molecules to Organisms: Structures and Processes . 7 K-ESSZ Earth?s Systems 8 Earth and Human Activity 9 First Grade Storyline 10 1-PS4 Waves and their Applications in Technologies for Information Transfer 11 From Molecules to Organisms: Structures and Processes 12 1-LS3 Heredity: Inheritance and Variation of Traits 13 1-ESSI Earth?s Place in the Universe 14 Second Grade Storyline 15 2-P51 Matter and its Interactions 16 2-LSZ Ecosystems: Interactions, Energy, and Dynamics 17 Biological Evolution: Unity and Diversity 18 2-ESSI Earth?s Place in the Universe 19 2-ESSZ Earth?s Systems 20 Engineering Design 21 Third Grade Storyline 22 3-PSZ Motion and Stability: Forces and Interactions 23 3-L51 From Molecules to Organisms: Structures and Processes 24 3-LSZ Ecosystems: Interactions, Energy, and Dynamics 25 Heredity: Inheritance and Variation of Traits 26 3-LS4 Biological Evolution: Unity and Diversity 27 3-ESSZ Earth?s Systems 28 3-ESS3 Earth and Human Activity 29 Fourth Grade Storyline 30 4-PS3 Energy 31 4-PS4 Waves and their Applications in Technologies for Information Transfer 32 From Molecules to Organisms: Structures and Processes 33 Earth?s Place in the Universe 34 Earth?s Systems 35 4-ESS3 Earth and Human Activity 36 Fifth Grade Storyline 37 5-PSI Matter and its Interactions 38 Motion and Stability: Forces and Interactions 39 5-PS3 Energy 4O From Molecules to Organisms: Structures and Processes 41 5-LSZ Ecosystems: Interactions, Energy, and Dynamics 42 Earth?s Place in the Universe 43 5-ESSZ Earth?s Systems 44 5-ESSB Earth and Human Activity 45 Engineering Design 46 Middle School Physical Sciences Storyline 47 Middle School Life Sciences Storyline 49 Middle School Earth and Space Sciences Storyline 51 Middle School Engineering Design Storyline 53 Si? Connecticut Standards for Mathematics (CCSS) 0F. .1: Standards for Mathematical Practice Kindergarten Adopted from The Arizona Academic Content Standards The Standards for Mathematical Practice in their students. This page gives examples of Lindergarten Standards for Math .atical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop Standards that the practice standards look like at the speci?ed grade level. Explanations and Examples Students are expected to: 1. Make sense of problems and persevere in solving them. In Kinderg problems 2 arten, Students begin to build the understanding that doing mathematics involves solving aid discussing how they solved them. Students explain to themselves the meaning of a problem and look} for ways to solve it. Younger students may use concrete objects or pictures to help them conc make sens zptualize and solve problems. They may check their thinking by asking themselves, ?Does this or they may try another strategy. Students are expected to:. 2. Reason abstractly and quantitatively. Younger s1 quantity to attending udents begin to recognize that a number represents a speci?c quantity. Then, they connect the written symbols. Quantitative reasoning entails creating representation of a problem while 0 the meanings of the quantities. Students are expected to: 3. Construct viable arguments and critique the reasoning of others. Younger 51 actions. mathemati explain the .udents. construct arguments using concrete referents, such as objects, pictures, drawings, and hey also begin to develop their mathematical connmmication skills as they participate in cal discussions involving questions like ?How did you get that?? and ?Why is that true?? They :ir thinking to others and respond to others? thinking. Students are expected to: 4. Model with mathematics. In early gr numbers, list, creatir explain the sides, students experiment withi'representing problem situations in multiple ways including vords (mathematical language), drawing pictures, using objects, acting out, making a chart or Lg equations, etc. Students need opportunities to connect the different representations and - connections. They should be able to use all of these representations as needed. Students are expected to: 5. Use appropriate tools strategically. Younger st mathemati decide that the two re ndents begin to consider the available tools (including estimation) when solving 21 cal problem and decide when certain tools might be helpful. For instance, kindergarteners may it might be advantageous to use linking cubes to represent two quantities and then compare resentatives side-by?side. Students are expected to: 6. Attend to precision. As kinderg precise 1an garteners begin to develop their3 mathematical communication skills, they try to use clear and guage in their discussions with others and in their own reasoning. Students are expected to: 7. Look for and make use of structure. Younger?s1 exists in th digit that i .udents begin to discern a pattern or structure. For instance, students recognize the pattern that 6 teen numbers; every teen number is written with a 1 (representing one ten) and ends with the ?rst stated. They also recognize that Students are expected to: 8. Look for and express regularity in repeated reasoning. In the earl: they may next numb check theii grades, students notice repetitive actions in counting and computation, etc. For example, Lotice that the next number in a' counting sequence is one more. When counting by tens, the er in the sequence is ?ten more? (or one more group of ten). In addition, students continually Adopted from The Arizona Academic Content Standards work by asking themselves, ?Does this make sense?? 1 Pri ntFriendiy.com: Print PD Ev Motion and Stability: Forces and Interactions 5 K4382 Motion and Stability: Forces and Interactions er Students who demonstrate understanding can: [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing K- on each other.] [Assessment Boundary: Assessment is limited to different relative or different PSZ- directions, but not both at the same time. Assessment does not include non?contact pushes or pulls such 1. as those produced by magnets] [Clarification Statement. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would .cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include 2. friction as a mechanism for change in speed] The performance expectations above were developed using the tollowing elements from the NRC document A Framework for 2 Science Education: 6127/2017 Science and Engineering Practices Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in buiids on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. - With guidance, plan and conduct an investigation in collaboration with peers. Analyzing and Interpreting Data Analyzing data in KHZ buiids on prior experiences and progresses to collecting, recording, and sharing observations. . Analyze data from tests of an object or tool to determine if it works as intended. Connections to the Nature of Science Scientific Investigations Use a Variety of Methods Scientists use different ways to study the world. Connections to other DCIs in kindergarten: K.ET81.B Articulation of across grade?levels: PrintFriendly.com: Print PDF Disciplinary Core Ideas PSZA: Forces and Motion - Pushes and pulls can have different and directions. - Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. P822) P823: Types of Interactions - When objects touch or collide, they push on one another and can change motion. PSB.C: Relationship Between Energy and Forces - A bigger push or puli makes things speed up or stow down more quickly. (secondary to P824) ETS1.A: Defining Engineering Problems . A situation that people want to change or create can be approached as a problem to be solved through engineering. Such probiems may have many acceptable solutions. (secondary to Crosscutting Concepts Cause and Effect . Simpie tests can be designed to gather evidence to support or refute student ideas about causes. 2331.3 3.P32.A 3.PSZ.B (K?P82ui); 4.P33.A 4.EST1.A 6/27/2017 PrintFriendly.com: Print PD .Common Core State Standards Connections: ELA/Literacy - Rl.K.?i With prompting and support ask and answer questions about i