mheducation.com/prek-12

Explore Our Phenomenal World

In this Unit Living Things

Module Plants and Animals Lesson 1 Living and NonlivingLesson 2 Plant and Animal Survival Lesson 3 Places Plants LiveLesson 4 Places Animals Live

Unit 2 Our Changing WorldModulesChanges to the Environment Protect Earth

Unit 3 Weather and the SunModulesWeatherThe Sun and Earth’s Surface

Unit 4 Make Things MoveModuleForces and Motion

Living Things

Kindergarten • Unit 1Teacher’s Edition

SAMPLE ONLY

Next Generation Science Standards

MODULE: Plants and Animals

K-ESS3 Earth and Human Activity

K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.[Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

28–29, 34–35, 48, 50–51, 53–54

 Science and Engineering Practices

Developing and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, storyboard) that represent concrete events or design solutions.• Use a model to represent relationships in the natural world. (K-ESS3-1)

28–29, 34–35

 Disciplinary Core Ideas

ESS3.A: Natural Resources• Living things need water, air, and resources from the land, and they live in places that

have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)

34–35, 36, 39, 43, 44–45, 48, 50–51, 55–56, 57Teacher Edition Only: 46, 47, 49

 Crosscutting Concepts

Systems and System Models• Systems in the natural and designed world have parts that work together. (K-ESS3-1)

28–29, 39, 44–45, 50–51, 55–56, 57Teacher Edition Only: 46, 47, 49

Performance Expectations at a GlanceIn this unit, students will discover and practice the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts needed to perform the following Performance Expectations.

Correlations by Module to the NGSS

Performance Expectations MODULE: Plants and Animals

K-ESS3-1

K-LS1-1

Inquiry activities are in italics.

Tviii Correlations

K-LS1 From Molecules to Organisms: Structures and Processes

K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.[Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]

14–15, 19, 22–23, 24, 25, 26–27

 Science and Engineering Practices

Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.• Use observations (firsthand or from media) to describe patterns in the natural world in

order to answer scientific questions. (K-LS1-1)

14–15, 23

Connections to Nature of ScienceScientific Knowledge is Based on Empirical Evidence• Scientists look for patterns and order when making observations about the world.

Teacher’s Edition Only: 50

 Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms• All animals need food in order to live and grow. They obtain their food from plants or

from other animals. Plants need water and light to live and grow. (K-LS1-1)

14–15, 19, 24, 25, 26–27

 Crosscutting Concepts

Patterns• Patterns in the natural and human designed world can be observed and used as

evidence. (K-LS1-1)

14–15, 39 Teacher’s Edition Only: 27

Inquiry activities are in italics.

Other Correlations

CCSS Math Connections

MD.A.2 10, 16–17, 22–23

MD.A.3 37–38, 48–49

MP.2 37–38

MP.4 37–38

ELD Connections

ELD.PI.K.3 Teacher’s Edition Only: 11, 14–15, 18, 23, 30, 37–38, 40, 51

Correlations Tix

Next Generation Science Standards

CCSS ELA/Literacy Connections

SL.K.1 11, 19, 23, 31, 35, 41, 55–56

Teacher’s Edition Only: 13, 24, 33, 36, 43, 45, 54

SL.K.5 18, 23, 29, 30, 35, 38, 40, 45, 54, 55–56

ALSO INTEGRATES:

SEP Obtaining, Evaluating, and Communicating Information 34–35

ELD.PI.K.2 Teacher’s Edition Only: 32, 54

ELD.PI.K.12 Teacher’s Edition Only: 20

Continued from previous page.

Inquiry activities are in italics.

Tx Correlations