PLT would like to thank the following individuals for dedicating their time and talents to the creation of this E-Unit.

Writers & Content Editors

Melissa Arthur Kansas Association for Conservation and Environmental Education Manhattan, KS	Leslie Comnes Writing for Education Portland, OR	Laura Downey Kansas Association for Conservation and Environmental Education Manhattan, KS
Jaclyn Stallard Project Director Project Learning Tree Washington, DC	Kimberly Carroll Steward Mississippi State University Derwood, MD

Practitioner Reviewers

Amy Allison Seton Montessori School Clarendon Hills, IL	Amber Armstrong Liberty Elementary Boise, ID	Tracy Bandy Woodland Montessori Woodland, CA
Mindy Bissett Seventh Street Elementary North Little Rock, AK	Sonja Brooks State Road Elementary Fenton, MI	Denise Brown P.S. 223 Lyndon B. Johnson School Jamaica, NY
Penny Jo Callahan Paul Saylor Elementary Valparaiso, IN	Tracy Carpenter Stocking School Grand Rapids, MI	Kristin Compton Cold Spring Environmental School Indianapolis, IN
Colleen Courtney Sundance Elementary Sundance, WY	Rosa Dixon Graham Primary School Columbus, OH	Linda Duchnick Banta Elementary Tracy, CA
April Elias Manzo Elementary Tucson, AZ	Alaina Smith Garick Nora Davis Magnet School Laurel, MS	Mary Ellen Getts Columbia Falls School District Columbia Falls, MT
Susannah Halliburton Cedar Falls School North Bend, WA	Dawn Hammon Center for Inquiry School 84 Indianapolis, IN	Dana Hardt Jessie Beck Elementary Reno, NV
Tracy Jenner Dunnellon Christian Academy Dunnellon, FL	Shraddha Jha Davison Elementary Detroit, MI	Jessica Kellermann Home County Schools Raeford, NC
Leanne Kimbrough Manzano Day School Albuquerque, NM	Patricia S. Klewans Norfolk Academy Norfolk, VA	Lavena Knott Bagley Elementary Detroit, MI
Michelle Lawhead George Visual and Performing Arts Magnet School Adelanto, CA	Emily Leedy Accokeek Academy Accokeek, MD	Mary Legoria Westdale Heights Academic Magnet Baton Rouge, LA
Shara LeValley Saginaw Chippewa Academy Mt. Pleasant, MI	Linda Linehan Gannaway Home School Savage, MN	Judy Macomber Henry L. Cottrell Elementary Monmouth, ME
Stephanie Mangiafico CREC’s Academy of Aerospace and Engineering Elementary Rocky Hill, CT	Kathryn Manley Jefferson County Board of Education Springville, AL	Erika Matthews Pendleton Elementary Pendleton, IN
Grace Hurley Mayfield Bethlehem Center Head Start Charlotte, NC	Rachel McDonald Berry Elementary Environmental Science Magnet School Houston, TX	Jessica Miaskiewicz Milton Elementary Milton, NH
Marcia Raubenstrauch Francis S. Grandinetti Elementary Ridgway, PA	Amanda Rauckman Ellisville Elementary Ellisville, MO	Amanda Sajdak Jefferson Elementary Dickinson, ND
Natalie Sattler Soda Creek Elementary Steamboat Springs, CO	Katie Kastenson Schmidt Discovery Charter School Columbus, WI	Aimee Leigh Sherman PLT facilitator Buffalo, WY
Sarah Becky Spain Kenrose Elementary Brentwood, TN	Ebony Wynona Stewart Carsten Academy of Aquatic Science Detroit, MI	Heather Tate Evergreen Community Charter School Asheville, NC
Tammie Taylor Clark Creek Elementary STEM Acworth, GA	Lori Vanis Pine Jog Elementary West Palm Beach, FL	Luann Ward CFS Catholic School Calmar, IA
Kelly Wenzel New Jersey Audubon Society Bernardsville, NJ	Julie Wong-Conway Los Angeles Unified School District Van Nuys, CA

Standards Alignment Specialists

Jill Carter Northern Illinois University Peoria, IL

Michael Jabot State University of New York Fredonia, NY

Patricia Otto Pacific Education Institute Burien, WA

Advisory Group

Elizabeth Backman Project Learning Tree Washington, DC	Mary Ball Carson-Newman College Jefferson City, TN	Cecile Carson Keep America Beautiful Denton, TX
Lillian Coltin Hawaii Department of Education Honolulu, HI	Kelly Dennings Keep America Beautiful Washington, DC	Sue Erhardt Casey Trees Washington, DC
Nat Frazer Utah State University Logan, UT	Patti Galvan American Chemical Society Washington, DC	Cindy Ghent Towson University Towson, MD
Sarah Haines Towson University Towson, MD	Reeda Hart Northern Kentucky University Highland Heights, KY	Kris Irwin University of Georgia Athens, GA
Tonyea Mead Delaware Dept. of Education Dover, DE	Peter Mecca George Mason High School Falls Church, VA	Kathy McGlauflin Project Learning Tree Washington, DC
Lisa Milenkovic Broward Co. Public Schools Ft. Lauderdale, FL	Jennifer Richardson Wooster Elementary School Conway, AR	Cindi Smith-Walters Middle Tennessee State Univ Murfreesboro, TN
Al Stenstrup Project Learning Tree Washington, DC	Deb Wagner St. Paul Lutheran School Lakeland, FL	Sally Wall University of Houston – Clear Lake Houston, TX
Dave Walters TN Department of Agriculture Nashville, TN	Carol Watson National Environmental Education Foundation Washington, DC	Brenda Weiser University of Houston – Clear Lake Houston, TX
Susie Wirth Nature Explore Nebraska City, NE

Staff & Leadership

Creation of this e-unit was also supported by the PLT National Staff, who executes Project Learning Tree programs under the leadership of the Education Operating Committee.

Learning centers provide the materials and just enough structure for children to explore topics on their own and in a variety of ways, and make the experiences accessible to children with varied needs and learning styles. The following collection of learning center ideas are from PLT’s Environmental Experiences for Early Childhood guide. These learning centers can be used to support all three Treemendous Science! teaching levels. Offer as many of these centers as your time, budget, and space allow. Leave them in place, add to them, and adapt them throughout the exploration of the topic.

Treemendous Science! Learning Centers

Art
Discovery
Math and Manipulatives
Woodworking
Dramatic Play
Outdoor Play

Art

• Build a “Handy” Tree Mural
  Materials: large sheets of paper; finger paints, such as brown, green, and red (vary for the season); paintbrushes; scissors
  Create tree models using hands and fingers. Have each child place one arm, palm side up, on the table. With a paintbrush, have the child paint the inside of his or her forearm, hand, and fingers brown. Help the children press their hands and arms onto paper. Invite them to add leaves, flowers, fruits, and seeds to their trees by dipping their fingertips into different colors of paint. Roots can be added by painting fingers brown and making prints underneath the bottoms of their trees. Invite adults (e.g., principal, janitor, parents, etc.) to make trees too! When the painting is dry, cut out the trees, and create a forest mural by hanging the pictures together on a wall. Point out to the children how the “trees” are different shapes and sizes, just like people.
• Make Me a Tree
  Materials: butcher paper, crayons
  Lay a large piece of butcher paper (about 6 feet long) on a flat surface. Then ask a child to lie down in the middle of the paper with his or her legs together and arms spread out. Trace around the child. Do the same for the other children. Then invite the children to turn the outlines of themselves into trees by making their feet “grow” into roots and by adding limbs, twigs, leaves, and seeds.
• Frame Your Favorite Tree
  Materials: photograph of each child with his or her favorite tree; cardboard picture mats (inside opening equal to dimensions of photograph); natural objects (e.g., grass, leaves, seeds, twigs); glue
  Provide picture mats and glue. Encourage the children to decorate the frames with natural objects they have collected. If possible, do this art activity outdoors where children are free to find natural objects to add to their frames as needed. Place a photograph of the child with his or her favorite tree in the frame.
• Pound Leaf Pictures
  Materials: hard wood surface; hammer with flat head; paper towels; paper or fabric (muslin) for printing; variety of leaves
  Gently hammering a leaf releases its chlorophyll and makes a print of the leaf on cloth or paper. Layer a thick smooth board, a paper towel, the fabric or paper on which you want to print, a leaf, and another paper towel, all one on top of another. Begin by pounding lightly to release the color without bursting the plant cells to pieces. Lift up a corner and peek at the impression. Continue hammering if necessary. Display the pictures on a bulletin board and out of direct sunlight.
• Paint with Pussy Willows
  Materials: pussy willows, paint (watercolor or tempera), paper
  Collect or purchase pussy willows, and use them as brushes with watercolors or tempera paints. You can hot-glue a pussy willow on a pencil-size twig. The children will need to be gentle painters!
• Do Art Outside
  Materials: Cardboard boxes, washable paints, brushes, and water cups
  Make outdoor easels by taping paper to the four sides of large cardboard boxes, on fences, or on trees. Take out paints, brushes, and water cups, and let nature inspire the children.
• Make Bark Rubbings
  Materials: large paper, tape, crayons, tree identification guides (optional)
  Tape large sheets of paper to tree trunks with masking tape. Have the children rub a crayon sideways back and forth across the paper. The pattern of the bark should begin to show on the paper. Label the rubbings with the real or made-up names of the trees. Talk about the patterns that appear. Ask: How are the patterns different? How are the patterns the same? Use the rubbings in collages or frame them as artwork.
• Paint with Tree-textured Paint
  Materials: paper, paintbrushes, tempera paint, textured tree products (sawdust, leaves, coffee grounds or tea leaves, spices, etc.)
  Add sawdust, crumbled leaves, coffee grounds, nutmeg, or cinnamon to tempera paint. Make a masterpiece!

Discovery

• Sort Tree Parts
  Materials: natural items, sorting boxes or bins
  Collect a variety of items from trees (e.g., fruits, leaves, seeds, and twigs). Label boxes with words and pictures of each tree part. Encourage the children to sort the items into the boxes. Ask: If you were a tree, what kind of seeds would you have? What is your favorite part of the tree?
• Compare and Label Special Trees
  Materials: tree identification guides, leaf samples from different tree species
  Provide field guides and pressed leaves from the children’s favorite trees. Encourage the children to compare the drawings in the field guides with the pressed leaves. As the trees are identified, post the leaves on a bulletin board and label them. Labels can be the common names of trees (e.g., basswood) or names the children have given them (e.g., heart-leaved tree).
• Enjoy a Sneak Peek of Spring
  Materials: sample flower cuttings (suggestions provided below), sharp knife, water, vase
  You can “force” some trees and shrubs to flower earlier by taking cuttings indoors. Apple, forsythia, maple, oak, and pussy willows are good choices. Cut off small twigs with a sharp knife or pruner, and put them in water immediately. Change the water frequently, and recut the stem ends if needed. Compare the twigs on the Discovery Table with the trees and shrubs outside. Ask: Which do you think will open first, the buds on the twigs we brought inside or the buds on the twigs outside? Which buds do you think will be flower buds? Which buds do you think have leaves inside them? Why do you think some trees have big flowers and some trees have little flowers?
• Dissect Buds
  Materials: collected twigs that contain large buds, plastic knives, magnifying lenses and boxes
  Collect fallen or pruned twigs that have large buds (e.g., buckeye, hickory, poplar, rhododendron, tulip tree, and some viburnums). Using plastic knives, encourage the children to take the buds apart. Magnifying lenses will help them see the insides. Use a sharp knife to cut through a few buds, and then put them in magnifying boxes.

Math and Manipulatives

• Build a Flannel Board Tree
  Materials: different colors of flannel material (available at craft stores), flannel board, tree part patterns (optional), scissors
  Make flannel board tree pieces for children to put together. Provide a variety of sizes and shapes for branches, fruits, leaves, roots, seeds, and trunks to build interesting trees. Make flannel board labels for each part. After the children have experimented with the tree parts, invite them to write a recipe for a tree. Using the tree part labels, children can decide how many of each part is needed to make a tree (e.g., 1 trunk, 5 branches, 7 roots, etc.).
• Play a Memory Game with Leaves
  Materials: collection of diverse, pressed leaves, card stock, laminator
  Make two sets of pressed leaves mounted on card stock. Label one set with the trees’ names, and laminate both sets. Encourage the children to sort and match the leaves or to play a memory game by themselves or with a friend.
• Compare Twigs
  Materials: collection of diverse twigs, ribbon to tie bundles
  Use twigs collected on walks for counting, matching, seriating, and sorting. Ask: What are some things that are the same or different? Which twigs do you think came from the same kind of tree? Encourage the children to sort the twigs by number of buds or length. Ask: How did you decide what to look at when you were sorting the twigs? When done, make twig bundles by securing an assortment of different twigs together with ribbon or fabric strips. Send the bundles home for the children to share and explore with their parents.
• Sort Tree Seeds
  Materials: variety of large seed (examples provided below), discarded shoe boxes, scissors
  Safety! – Be aware of any food allergies, dietary needs, or choking hazards for the children in your class.
  Purchase or collect a variety of large seeds (e.g., acorns, almonds, buckeyes, basswood seeds, hickory nuts, maple seeds, pecans, sweet gum pods, or walnuts). Place the seeds in shoe boxes that have a hole cut in the short side so that students can reach in and feel enclosed items without seeing them. Challenge the children to put a collection of seeds into the box and to sort them by touch only. They can remove the box lid to examine the sorted piles. This activity can also be done with assorted evergreen cones instead.

Woodworking

• Experiment with Sandpaper
  Materials: sandpaper samples, wood samples, gloves for students
  Provide different grades of sandpaper and different kinds of wood, tree branches, or tree cookies. Have the children use the sandpaper on different pieces of wood. Provide work gloves if splinters are a concern. Ask: Which kind of sandpaper do you think will make the wood the smoothest? What happened when you rubbed the sandpaper on the wood? How smooth can you make the different kinds of wood? Can you feel a difference?

Dramatic Play

• Pretend to be Dancing Leaves
  Materials: fall colored scarves or streamers, music with different tempos, speaker
  Provide colorful scarves or streamers for children to imitate falling, swirling, and dancing leaves. Ask: If you were a leaf, how would you move to the music as you fell from the tree? After dancing, invite the children to talk about how they felt moving to the music. Leave the props and music in the dramatic play center for children to continue the experience.
• Play in a Tree House
  Materials: old sheet or blanket, variety of stuffed animals and props for nest-building and feeding
  Drape an old sheet or blanket over a table or play equipment. Supply stuffed animals, puppets, nest-building material, and plastic insects, eggs, and food. Ask: If you were an animal and the weather became cold and rainy, where would you go? What would it feel like to sleep in a squirrel’s nest? Can you show me? If you were a bird, what kind of food could you find in a tree?

Outdoor Play

• Provide gardening tools, pots, soil, and seeds for planting.
• Build shelters using branches and twigs of various sizes.
• Explore stumps.
• Collect different samples of soil found around your school or park.
• Care for yard and street trees by mulching and watering.
• Balance on downed logs.
• Play shadow tag by touching or “tagging” a shadow when a cue is called or music stops.
• Make maple seed noses , acorn cap whistles, and dandelion crowns. Think of ways to play with trees and plants!
• Put out a rain gauge.
• During a dry time, water the trees in the play yard and along the sidewalk.
• Mulch the trees in your play yard.
• Move art outside on a comfortable day.
• Stand by a tree and use your body to make the shape of the tree. Move on to the next tree and repeat.
• Provide pots, soil, and seeds so the children can plant in a small garden or in containers.
• Plants that grow quickly, like marigolds, peas, onion sets, and radishes, are good choices for eager gardeners.
• Pull up tree seedlings that have sprouted on the lawn, and plant them in pots.
• Provide stethoscopes or paper cups without bottoms for listening to trees. During early spring, you can hear the sap moving up and down the trunk. The best time to listen is on a warm day that follows a cool night.
• Challenge the children to find nest-building materials in the play area (e.g., dried grass, leaves, mud, and twigs) and to build bird or squirrel nests.
• Provide leftover scraps of yarn, string, and fabric for the children to cut into short lengths (4–6 inches), and place around the play area. Put piles of small twigs and dry grass in open areas visible from indoors. Watch to see if the bits and pieces disappear over time. If you use bright colors, you might be lucky enough to see your “gifts” in neighborhood birds’ nests.
• Turn over your compost pile.
• Look for nests in trees. Encourage the children to find nest-building materials (e.g., dried grass, leaves, mud, and twigs) and to build bird or squirrel nests.
• Invite the children to find twigs and turn them into magic wands. The children can gently touch things in nature and spread spring’s magic. Be sure to explain that they must watch and wait for the magic of spring to happen!
• Have the children put on their mud boots and let them jump in puddles.
• Walk barefoot in a safe place.
• Provide a variety of textured squares. Encourage the children to look for something outdoors that feels similar.
• Fill a sandbox or raised bed box with sawdust, wood chips, or wood shavings. Encourage the children to hide natural objects in the box and then search for them with small garden tools.
• Encourage tree hugs!
• Make rubbings of bricks, buildings, sidewalks, and trees.
• Lie in the grass and feel the earth under your backs. Close your eyes and describe how the air or wind feels on your face.

The following lists the materials you will need to conduct the lessons in a given level. (Please note that pencils are not included in the list, as we assume they are readily available.)

Level A – Kindergarten

Lesson	Materials
Engage: Picture a Tree	drawing paper crayons or markers flip chart (optional)
1: The Closer You Look	Look at Me! student page Drawing paper, crayons or markers Student drawing from Engage: Picture a Tree Tree for study (see Getting Ready)
2: To Be a Tree	For trunk: paper grocery bag (one per student) For crown: fallen leaves, white paper, old crayons, yarn For bark: small pieces of bark from a fallen or dead tree; pieces of crushed cinnamon sticks; sawdust, pine shavings, or cedar chips from a pet store; or bark mulch from a garden shop (or white paper and old crayons to make rubbings of bark) For roots: yarn or string Scissors Glue or tape Hole puncher (optional) Optional: white paper towel; glass of water; and food coloring
3: Adopt a Tree	Tree journals (see Getting Ready) Project Learning Tree Adopt a Tree Certificate student page (optional) Large sheets of construction paper Crayons or colored pencils Photo of adopted tree (optional) For Level B: Digital clock (optional) For Level B: Copies of Daylight Hours student page For Level C: Thermometer and copies of Comparing Habitats student page Paper plates (optional)

Level B–Grade 1

Lesson	Materials
Engage: Growing Up Green	Small tree or other plant in a pot Old magazines to cut up (optional) Paper or journals Crayons or colored pencils
1: Adopt a Tree	Tree journals (see Getting Ready) Project Learning Tree Adopt a Tree Certificate student page (optional) Large sheets of construction paper Crayons or colored pencils Photo of adopted tree (optional) For Level B: Digital clock (optional) For Level B: Copies of Daylight Hours student page For Level C: Thermometer and copies of Comparing Habitats student page Paper plates (optional)
2: Signs of Fall	Copies of the Signs of Fall student page Crayons
3: Every Tree For Itself	8″ x 10″ pieces of paper or paper plates Small squares of blue and yellow paper, or colored math cubes Markers or crayons Optional: “tree cookies” (tree trunk or branch cross-sections showing annual growth rings, often available from tree-trimming services)
4: Bursting Buds	Adopted tree or other tree with branches low enough for students to observe Tree journals, writing utensils Twigs with buds (see Getting Ready) Plastic knives Sharp knife (for teacher) Hand lenses or magnifying boxes Flagging tape, colored ribbon or other marker (optional) Daylight Hours student page (optional)

Level C–Grade 2

Lesson	Materials
Engage: We all Need Trees	An assortment of small objects from trees (see Getting Ready) Resealable plastic bags or other containers to hold objects (see Getting Ready) Digital camera (optional)
1: Adopt a Tree	Tree journals (see Getting Ready) Project Learning Tree Adopt a Tree Certificate student page (optional) Large sheets of construction paper Crayons or colored pencils Photo of adopted tree (optional) For Level B: Digital clock (optional) For Level B: Copies of Daylight Hours student page For Level C: Thermometer and copies of Comparing Habitats student page Paper plates (optional)
2: Get in Touch with Trees	For Part A: Natural objects from trees (see Getting Ready) Medium-sized box (no smaller than a shoebox) Old sock, tape or needle and thread (optional) Chart paper Bags or containers for collecting natural objects (one per student) For Part B: Blindfolds or masks (one for each pair of students) For Part C: Tree leaves Needle-shaped leaves or pictures (optional, see Getting Ready)
3: Trees as Habitats	Copy of Good-night, Owl! by Pat Hutchins Samples of plant or animal life signs (see Getting Ready) Empty toilet paper rolls or paper towel rolls cut in half Tissue paper, paint, glitter, or other decorating materials All in a Tree student page Hand lenses
4: Schoolyard Safari	Copies of Safari Count student page Clipboards or hard writing surfaces (alternatively, digital cameras or tablets) Hand lenses Optional: student-made binoculars from 3: Trees as Habitats
5: Habitat Pen Pals	Copies of Habitats around the World teacher page Pictures of additional animals and habitats (optional, see Getting Ready) Student roster Chart paper, markers Tape Paper and pencils

Level A (Kindergarten)

Lesson	Section	Standard
Engage	Step 2	NGSS Science and Engineering Practices. 2 – Developing and Using Models. K-2. Modeling in K-2 builds on prior knowledge and processes to include using and developing models.
Engage	Step 2	Common Core. ELA-Literacy.Speaking and Listening.K.1.A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Engage	Step 3	Common Core. ELA-Literacy.Speaking and Listening.K.1.A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Engage	Step 4	Common Core. ELA-Literacy.Speaking and Listening.K.1.A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
1	Step 2	Common Core. ELA-Literacy.Speaking and Listening.K.1.A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
1	Step 4	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations. K-2. Make observations (first- hand or from media) and/or measurements to collect data that can be used to make comparisons.
1	Step 5	NGSS Science and Engineering Practices. 2 – Developing and Using Models K-2. Modeling in K-2 builds on prior knowledge and processes to include using and developing models.
1	Step 6	NGSS Science and Engineering Practices. 2 – Developing and Using Models K-2. Modeling in K-2 builds on prior knowledge and processes to include using and developing models. Compare models to identify common features and differences.
2	Step 1	Common Core. ELA-Literacy.Speaking and Listening.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
2	Step 2	NGSS Science and Engineering Practices. 2 – Developing and Using Models. K-2. Modeling in K-2 builds on prior knowledge and processes to include using and developing models. Develop and/or use a model to represent amounts, relationships, relative scales, and/or patterns in the natural and designed worlds. NGSS Crosscutting Concepts. 4 – Systems and System Models. K-2. Objects and organisms can be described in terms of their parts. NGSS Crosscutting Concepts. 6 – Structure and Function. K-2. The shape and stability of structures of natural and designed objects are related to their function(s).
2	Step 5	NGSS Disciple Core Ideas. LS1.C – Organization of 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 sunlight to live and grow.
2	Step 6	C3 Framework. Dimension 2. Geography.2.K-2. Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region.
2	Step 7	NGSS Disciple Core Ideas. LS1.C – Organization of 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 sunlight to live and grow.
3	Step 2	Common Core. ELA-Literacy.Speaking and Listening.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Common Core. ELA-Literacy.Speaking and Listening.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
3	Step 3	Common Core. ELA-Literacy.Language.1.1.J.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
3	Step 4	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations. K-2. Make observations(first hand or from media) and/or measurements to collect data that can be used to make comparisons.
3	Step 5	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations.K-2. With guidance, plan and conduct an investigation in collaboration with peers.
3	Step 6	Common Core. ELA-Literacy.Speaking and Listening.K.1.A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.1.1.A. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
3	Step 6	Common Core. ELA-Literacy.Writing.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Common Core. ELA-Literacy.Writing.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Common Core. ELA-Literacy.Writing.2.8. Recall information from experiences or gather information from provided sources to answer a question.
3	Step 7	Common Core. Math.1.OA.A.1.Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
3	Step 9	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
3	Step 9	NGSS Performance Expectation. 1-ESS1-2 – Earth’s Place in the Universe. Make observations at different times of year to relate the amount of daylight to the time of year.
3	Step 10	NGSS Science and Engineering Practices. 4 – Planning and Carrying Out Investigations. K-2. Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and/or designed world in order to answer scientific questions.
3	Step 10	NGSS Performance Expectation. 1-ESS1-2 – Earth’s Place in the Universe. Make observations at different times of year to relate the amount of daylight to the time of year.
3	Step 10	NGSS Performance Expectation. 2-LS4-1 – Biological Evolution – Unity and Diversity. Make observations of plants and animals to compare the diversity of life in different habitats.
Evaluate	Final Assessment, Part 1	Common Core. ELA-Literacy.Writing.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Evaluate	Final Assessment, Part 1	Common Core. ELA-Literacy.Speaking and Listening.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Common Core. ELA-Literacy.Speaking and Listening.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Evaluate	Final Assessment, Part 2	NGSS Performance Expectation. K-ESS2-1 – Earth’s Systems. Use and share observations of local weather conditions to describe patterns over time.
Evaluate	Final Assessment, Part 2	Common Core. ELA-Literacy.Speaking and Listening.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Evaluate	Final Assessment, Part 2	NGSS Crosscutting Concepts 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Level B (Grade 1)

Lesson	Section	Standard
Engage	Step 1	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Engage	Step 3	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Engage	Step 3	Common Core. ELA-Literacy.Speaking and Listening.1.2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1	Step 2	Common Core. ELA-Literacy.Speaking and Listening.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Common Core. ELA-Literacy.Speaking and Listening.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
1	Step 3	Common Core. ELA-Literacy.Language.1.1.J.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1	Step 4	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
1	Step 5	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations.K-2. With guidance, plan and conduct an investigation in collaboration with peers.
1	Step 6	Common Core. ELA-Literacy.Speaking and Listening.K.1.A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.1.1.A. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
1	Step 6	Common Core. ELA-Literacy.Writing.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Common Core. ELA-Literacy.Writing.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Common Core. ELA-Literacy.Writing.2.8. Recall information from experiences or gather information from provided sources to answer a question.
1	Step 7	Common Core. Math.1.OA.A.1.Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1	Step 9	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
1	Step 9	NGSS Performance Expectation. 1-ESS1-2 – Earth’s Place in the Universe. Make observations at different times of year to relate the amount of daylight to the time of year.
1	Step 10	NGSS Science and Engineering Practices. 4 – Planning and Carrying Out Investigations. K-2. Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and/or designed world in order to answer scientific questions.
1	Step 10	NGSS Performance Expectation. 1-ESS1-2 – Earth’s Place in the Universe. Make observations at different times of year to relate the amount of daylight to the time of year.
1	Step 10	NGSS Performance Expectation. 2-LS4-1 – Biological Evolution – Unity and Diversity. Make observations of plants and animals to compare the diversity of life in different habitats.
2	Step 2	NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
2	Step 3	Common Core. ELA-Literacy.Speaking and Listening.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Common Core. ELA-Literacy.Language.1.1.J.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
2	Step 4	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
2	Step 4	NGSS Science and Engineering Practices. 4 – Analyzing and Interpreting Data. K-2.Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems. NGSS Crosscutting Concepts. 7 – Stability and Change. K-2. Some things stay the same while other things change.
2	Step 4	NGSS Science and Engineering Practices. 6 – Constructing Explanations and Designing Solutions. K-2. Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena.
3	Step 4	NGSS Science and Engineering Practices. 2 – Developing and Using Models. K-2.Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
3	Step 7	Common Core. Math.1.NBT.A.1.Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
3	Step 7	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3	Step 9	NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. NGSS Science and Engineering Practices. 4 – Analyzing and Interpreting Data. K-2. Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
4	Step 1	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
4	Step 3	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
4	Step 3	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
4	Step 3	Common Core. Math.1.MD.A.1.Order three objects by length; compare the lengths of two objects indirectly by using a third object.
4	Step 5	Common Core. ELA-Literacy.Writing.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
4	Step 5	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
4	Step 6	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
4	Step 6	Common Core. Math.1.MD.A.1.Order three objects by length; compare the lengths of two objects indirectly by using a third object.
4	Step 6	NGSS Crosscutting Concepts. 7 – Stability and Change. K-2. Some things stay the same while other things change.
4	Step 6	Common Core. ELA-Literacy.Writing.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
4	Step 7	NGSS Science and Engineering Practices. 4 – Analyzing and Interpreting Data. K-2. Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems. NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
4	Step 7	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
4	Step 8	NGSS Performance Expectation. 1-ESS1-2 – Earth’s Place in the Universe. Make observations at different times of year to relate the amount of daylight to the time of year. NGSS Science and Engineering Practices. 4 – Analyzing and Interpreting Data. K-2. Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems. NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
4	Step 8	Common Core. Math.1.MD.C.4.Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
4	Step 8	NGSS Science and Engineering Practices. 5 – Using Mathematics and Computational Thinking. K-2. Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
4	Step 9	Common Core. ELA-Literacy.Speaking and Listening.1.1.A.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Evaluate	Final Assessment, Part 1	Common Core. Math.1.MD.C.4.Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Evaluate	Final Assessment, Part 1	NGSS Science and Engineering Practices. 5 – Using Mathematics and Computational Thinking. K-2. Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
Evaluate	Final Assessment, Part 2	Common Core. ELA-Literacy.Language.1.1.J.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Level C (Grade 2)

Lesson	Section	Standard
Engage	Step 1	NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Engage	Step 4	Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Engage	Step 4	NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Engage	Step 4	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
Engage	Step 4	NGSS Performance Expectation. 2-PS1-1 – Matter and its Interactions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
1	Step 2	Common Core. ELA-Literacy.Speaking and Listening.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Common Core. ELA-Literacy.Speaking and Listening.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
1	Step 3	Common Core. ELA-Literacy.Language.1.1.J.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1	Step 4	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations. K-2. Make observations(first hand or from media) and/or measurements to collect data that can be used to make comparisons.
1	Step 5	NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations.K-2. With guidance, plan and conduct an investigation in collaboration with peers.
1	Step 6	Common Core. ELA-Literacy.Speaking and Listening.K.1.A. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.1.1.A. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
1	Step 6	Common Core. ELA-Literacy.Writing.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Common Core. ELA-Literacy.Writing.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Common Core. ELA-Literacy.Writing.2.8. Recall information from experiences or gather information from provided sources to answer a question.
1	Step 7	Common Core. Math.1.OA.A.1.Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1	Step 9	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
1	Step 9	NGSS Performance Expectation. 1-ESS1-2 – Earth’s Place in the Universe. Make observations at different times of year to relate the amount of daylight to the time of year.
1	Step 10	NGSS Science and Engineering Practices. 4 – Planning and Carrying Out Investigations. K-2. Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and/or designed world in order to answer scientific questions.
1	Step 10	NGSS Performance Expectation. 1-ESS1-2 – Earth’s Place in the Universe. Make observations at different times of year to relate the amount of daylight to the time of year.
1	Step 10	NGSS Performance Expectation. 2-LS4-1 – Biological Evolution – Unity and Diversity. Make observations of plants and animals to compare the diversity of life in different habitats.
2	Part A, Step 1	Common Core. ELA-Literacy.Speaking and Listening.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
2	Part A, Step 1	Common Core. ELA-Literacy.Language.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
2	Part A, Step 2	Common Core. ELA-Literacy.Speaking and Listening.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
2	Part A, Step 3	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
2	Part B, Step 3	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
2	Part B, Step 5	Common Core. ELA-Literacy.Speaking and Listening.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
2	Part B, Step 6	Common Core. ELA-Literacy.Language.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
2	Part C, Step 2	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. NGSS Crosscutting Concepts 1-Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
2	Part C, Step 3	Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
2	Part C, Step 5	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. NGSS Crosscutting Concepts 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
2	Part C, Step 5	Common Core. ELA-Literacy.Speaking and Listening.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
3	Step 4	NGSS Disciplinary Core Ideas. 2- LS4.D – Biodiversity and Humans. There are many different kinds of living things in any area, and they exist in different places on land and in water.
3	Step 5	NGSS Performance Expectation. 2-LS4-1 – Biological Evolution: Unity and Diversity. Make observations of plants and animals to compare the diversity of life in different habitats. NGSS Science and Engineering Practices. 3-Analyzing and Interpreting Data. K-2. Record information (observations, thoughts, and ideas).
3	Step 6	NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
3	Step 7	Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
4	Step 1	Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
4	Step 5	NGSS Performance Expectation. 2-LS4-1 – Biological Evolution: Unity and Diversity. Make observations of plants and animals to compare the diversity of life in different habitats NGSS Disciplinary Core Ideas. 2- LS4.D: Biodiversity and Humans. There are many different kinds of living things in any area, and they exist in different places on land and in water. NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
4	Step 6	NGSS Science and Engineering Practices. 3 – Analyzing and Interpreting Data. K-2. Record information (observations, thoughts, and ideas).
4	Step 7	Common Core. ELA-Literacy.Speaking and Listening.2.1.A. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
4	Step 7	NGSS Science and Engineering Practices. 4 – Analyzing and Interpreting Data. K-2. Use and share pictures, drawings, and/or writings of observations.
4	Step 8	Common Core. Math.2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
4	Step 8	NGSS Science and Engineering Practices. 5 – Using Mathematics and Computational Thinking. K-2. Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
5	Step 4	NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
5	Step 4	C3 Framework. Dimension 2. Geography.2.K-2. Identify some cultural and environmental characteristics of specific places.
5	Step 5	NGSS Disciplinary Core Ideas. 2- LS4.D: Biodiversity and Humans. There are many different kinds of living things in any area, and they exist in different places on land and in water. NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
5	Step 6	Common Core. ELA-Literacy.Writing.2.8. Recall information from experiences or gather information from provided sources to answer a question.
5	Step 8	Common Core. ELA-Literacy.Writing.2.8. Recall information from experiences or gather information from provided sources to answer a question.
5	Step 10	NGSS Performance Expectation. 2-LS4-1 – Biological Evolution: Unity and Diversity. Make observations of plants and animals to compare the diversity of life in different habitats NGSS Disciplinary Core Ideas. 2-LS4.D – Biodiversity and Humans. There are many different kinds of living things in any area, and they exist in different places on land and in water. NGSS Science and Engineering Practices. 4 – Analyzing and Interpreting Data. K-2. Use and share pictures, drawings, and/or writings of observations.
Evaluate	Final Performance Assessment	NGSS Performance Expectation. 2-LS4-1 – Biological Evolution: Unity and Diversity. Make observations of plants and animals to compare the diversity of life in different habitats.NGSS Disciplinary Core Ideas. 2- LS4.D: Biodiversity and Humans. There are many different kinds of living things in any area, and they exist in different places on land and in water. NGSS Science and Engineering Practices. 2 – Planning and Carrying Out Investigations. K-2. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. NGSS Crosscutting Concepts. 1 – Patterns. K-2. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Evaluate	Final Performance Assessment	Common Core. ELA-Literacy.Writing.2.8. Recall information from experiences or gather information from provided sources to answer a question.