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Structure, Function, and Information Processing

1.Structure, Function, and Information Processing
Students who demonstrate understanding can:
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external
parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by
mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales;
stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders
by mimicking eyes and ears.]
1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
[Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the
responses of the parents (such as feeding, comforting, and protecting the offspring).]
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly
like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include
leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.]
[Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and Designing Solutions LS1.A: Structure and Function Patterns
Constructing explanations and designing solutions in K–2  All organisms have external parts. Different animals use their body  Patterns in the natural world can be
builds on prior experiences and progresses to the use of parts in different ways to see, hear, grasp objects, protect observed, used to describe phenomena,
evidence and ideas in constructing evidence-based accounts themselves, move from place to place, and seek, find, and take in and used as evidence. (1-LS1-2),(1-LS3-
of natural phenomena and designing solutions. food, water and air. Plants also have different parts (roots, stems, 1)
 Make observations (firsthand or from media) to leaves, flowers, fruits) that help them survive and grow. (1-LS1-1) Structure and Function
construct an evidence-based account for natural LS1.B: Growth and Development of Organisms  The shape and stability of structures of
phenomena. (1-LS3-1)  Adult plants and animals can have young. In many kinds of natural and designed objects are related
 Use materials to design a device that solves a specific animals, parents and the offspring themselves engage in to their function(s). (1-LS1-1)
problem or a solution to a specific problem. (1-LS1-1) behaviors that help the offspring to survive. (1-LS1-2)
Obtaining, Evaluating, and Communicating LS1.D: Information Processing ----------------------------------------------
Information  Animals have body parts that capture and convey different kinds Connections to Engineering, Technology,
Obtaining, evaluating, and communicating information in K– of information needed for growth and survival. Animals respond to and Applications of Science
2 builds on prior experiences and uses observations and these inputs with behaviors that help them survive. Plants also
texts to communicate new information. respond to some external inputs. (1-LS1-1) Influence of Engineering, Technology,
 Read grade-appropriate texts and use media to obtain LS3.A: Inheritance of Traits and Science on Society and the Natural
scientific information to determine patterns in the  Young animals are very much, but not exactly, like their parents. World
natural world. (1-LS1-2) Plants also are very much, but not exactly, like their parents. (1-  Every human-made product is designed
LS3-1) by applying some knowledge of the
----------------------------------------------- LS3.B: Variation of Traits natural world and is built by built using
Connections to Nature of Science  Individuals of the same kind of plant or animal are recognizable as materials derived from the natural world.
similar but can also vary in many ways. (1-LS3-1) (1-LS1-1)
Scientific Knowledge is Based on Empirical Evidence
 Scientists look for patterns and order when making
observations about the world. (1-LS1-2)
Connections to other DCIs in first grade: N/A
Articulation of DCIs across grade-levels: K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2) 3.LS3.A (1-LS3-1); 3.LS3.B (1-LS3-1); 4.LS1.A (1-LS1-1); 4.LS1.D (1-LS1-1); 4.ETS1.A (1-LS1-1)
Common Core State Standards Connections:
ELA/Literacy –
RI.1.1 Ask and answer questions about key details in a text. (1-LS1-2),(1-LS3-1)
RI.1.2 Identify the main topic and retell key details of a text. (1-LS1-2)
RI.1.10 With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2)
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS1-
1),(1-LS3-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (1-LS3-1)
MP.5 Use appropriate tools strategically. (1-LS3-1)
1.NBT.B.3 Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols , , and . (1-LS1-2)
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1-
LS1-2)
1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)
1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the
reasoning used. (1-LS1-2)
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
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