GradeBand K-2 Standards Documentation

	A	B	C	D	E	F	G	H	I	J	K
1	Proposed	NGSS	Current	Proposed Engineering	Proposed CCC	Proposed Practice	Notes	Justification	State Ref #1	State Ref #2	State Ref #3

2	Young children have the capacity and propensity to observe, explore through play, develop curiosity, and enjoy discovering the world around them. These foundational abilities for science learning and the predisposition for wonder should be encouraged and supported among children in the primary grades. In kindergarten, students will explore weather conditions, what plants, animals, and humans need to survive, be introduced to forces through pushes and pulls, and discover how sunlight effects the earth's surface. Students will develop conceptual understanding through planning and conducting investigations, making observations and designing solutions, as well as analyzing and interpreting data. An emphasis on the cross-cutting concepts of patterns and cause and effect relationships provide tools for students to develop their thinking. Intentional design of learning experiences with a focus on active engagement and observable phenomena provide a developmentally appropriate foundation for kindergarten students. This allows them to develop their strengths while utilizing the engineering design process to become problem solvers.						(We fixed the last sentence.)
3	Earth and Space Science
4	Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region. People measure these conditions to describe and record the weather and to notice patterns over time. Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that communities can prepare for and respond to these events.								Wyoming has done a good job of referencing NGSS and justifying changes made to meet their states needs.
5	K.1.1 Obtain, evaluate, and communicate information about local, observable weather conditions to describe patterns over time. Emphasize the students' collection and sharing of data about temperature, wind, and precipitation, including the changes from day to day and season to season. Examples could include data collected through personal observations, the use of tools such as thermometers, windsocks, and rain gauges.	K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.	K-2-3: Compare changes in weather over time.		Patterns	Obtain, evaluate, & communicate	In our current standards we have a broad view of weather over time. This proposed change connects the weather to student's lives.	We called out a very specific practice and cross cutting concept for clarity. We specifically referenced the weather conditions to focus on.
6	K.1.2 Obtain, evaluate, and communicate information on how weather patterns affect human behavior. Examples of local severe weather could include extreme heat, high winds, flash floods, thunderstorms, and snowstorms.	K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.	No Alignment in K-2 Utah Science Standards		Patterns	Obtain, evaluate, & communicate	We added the CCC and practice to the NGSS standard	We felt that forecasting severe weather was developmentally inappropriate. We shifted the focus to patterns and how it affects human behavior, as this is something that students can explore and investigate. We also felt that this provided a better alignment with K.1.1
7	K.1.3 Carry out an investigation, making observations, to determine the effect of sunlight energy on Earth's surfaces. An example could include measuring temperature through touch, using thermometers, or other methods, in various locations or on different materials throughout the day.	K-PS3-1: Make observations to determine the effect of sunlight on Earth's surface	No Alignment in K-2 Utah Science Standards		Cause and Effect	Planning and carrying out investigations	We added the CCC and practice to the NGSS standard	We needed to use the scientific language of energy and connect it to sunlight. We added the engineering standard. These standards were moved from physical science to earth science due to the correlation of the content that already existed in Earth science.
8	K.1.4 Design and construct a solution that will reduce the warming effect of sunlight on an area. Emphasize the use of tools and materials to test and build a structure. Examples of structures could include umbrellas, canopies, and tents.	K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.	No Alignment in K-2 Utah Science Standards	K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.	Cause and Effect	Construct explanations and desigining solutions	Introduction of Conservation of energy We added the CCC, practice, and engineering standard to the NGSS standard.	We took the cross cutting concept of effect as it applies to the DCI, and we are engineering a design solution. These standards were moved from physical science to earth science due to the correlation of the content that already existed in Earth science.
9	Life Science
10	Animals obtain their food from plants or other animals. Plants need water, light, and other resources to live and grow. In turn, plants and animals can makes changes in their environment to help them survive.						Added words to clarify changes. Not the same asShannons version.
11	K.2.1 Analyze and interpret data, to describe patterns of what plants and animals (including humans) need to survive. Emphasize the similarities and differences between the survival needs of all living things (plants and animals). Examples could include that many plants do not consume food, but animals do; plants acquire water through roots, while many animals drink water.	K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.	K-4-1: Investigate living things.		Patterns	Analyzing and interpreting data	We added the CCC and practice to the NGSS standard	We called out a very specific practice and cross cutting concept for clarity. It is also similiar to the current K.4.1 standard.
12	K.2.2 Obtain, evaluate, and communicate information about patterns in the relationships between the needs of different living things and the places they live. Emphasize that living things (plants and animals) need water, air, and resources and they live in places that have the things they need. Examples could include growing plants in various locations and comparing the results or comparing animals and the places they live.	K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.	No Alignment in K-2 Utah Science Standards		Patterns	Obtain, evaluate, & communicate	We added the CCC and practice to the NGSS standard, and reworded the NGSS standard to provide clarity.	There are two science practices because the investigation informs the development of a model.
13	K.2.3 Obtain, evaluate, and communicate information about how plants and animals (including humans) affect their environment in order to survive. Examples could include a squirrel digging in the ground to hide their food, plant roots breaking concrete, or humans using a tent while camping.	K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.	No Alignment in K-2 Utah Science Standards		Cause and Effect	Obtain, evaluate, & communicate	We added the CCC and practice to the NGSS standard	This connects to the current Utah standard to investigate living things. We called out a very specific cross cutting concept and practice in order to deepen understanding of the needs of living things.
14	K.2.4 Plan and carry out an investigation about the cause and effect relationship that living things have with land, water, and air resources. Then design and communicate solutions to potential problems. Examples could include how to remove ice from a shady area, how to supply water to dry areas, or how to remove debris from habitat.	K-ESS3-3: Communicate solutions that will reduce the impact of humans on land, water, air, and/or other living things in the local environment.	No Alignment in K-2 Utah Science Standards	K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.	Cause and Effect	Planning and carrying out investigations	We added the CCC, practice, and engineering standard to the NGSS standard. We tried to reword the standard so that the focus was not on the 'impact" but rather designing and communicating a solution.	We called out a very specific cross cutting concept and practice. We also added an engineering standard that is the focus of the standard.
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16	Physical Science
17	Pushes and pulls can have different strengths and directions. Pushing or pullling on an object can change the direction of its motion and can start or stop it. When objects touch or collide, they push on one another and can change motion.
18	K.3.1 Plan and conduct an investigation to compare the effects of different strengths or different directions of forces (pushes and pulls) on the motion of an object. When teaching the concept of push and pull, the idea of strength should be kept separate from the idea of direction and should not include non-contact forces (magnets).	K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.	K-3-1: Identify how non-living things move. 1-3-1: Analyze changes in the movement of non-living things. 2-3-1: Communicate observations about falling objects.		Cause and Effect	Planning and carrying out investigations	We added the CCC and practice to the NGSS standard	This will help students clarify misconceptions with force and motion in later grades. The assessment boundary is to keep separate the idea of strength and the idea of direction.
19	K.3.2 Analyze data to determine how a design solution causes a change in the speed or direction of an object with a push or a pull. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, or 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.	K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.	No Alignment in K-2 Utah Science Standards	K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.	Cause and Effect	Analyzing and interpreting Data	We added the CCC, practice, and engineering standard to the NGSS standard	This clarifies the design solution, which is the engineering practice we added to the standard.
20	Moved to Earth Science Strand - See Above	K-PS3-1: Make observations to determine the effect of sunlight on Earth's surface	No Alignment in K-2 Utah Science Standards		Cause and Effect	Planning and carrying out investigations	We added the CCC and practice to the NGSS standard	See Justification in Earth Science section We needed to use the scientific language of energy and connect it to sunlight. We added the engineering standard.
21	Moved to Earth Science Strand - See Above	K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.	No Alignment in K-2 Utah Science Standards	K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.	Cause and Effect	Construct explanations and desigining solutions	Introduction of Conservation of energy We added the CCC, practice, and engineering standard to the NGSS standard.	See Justification in Earth Science section We took the cross cutting concept of effect as it applies to the DCI, and we are engineering a design solution.
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