STANDARDS
Leonardo focuses on modules related to Electricity & Circuits and Magnetism, as well as Air & Weather. Below, we describe the Cyberpad’s alignment with recently updated national standards. These modules cover a range of Common Core and Next Generation Science Standards.
Leonardo’s Alignment to National Standards
All modules cover:
Common Core – Anchor Standards for Writing (K-5)
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Range of Writing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Next Generation Science Standards (2013) – 3rd-5th Engineering Design
Students who demonstrate understanding can:
3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
A Framework for K-12 Science Education (2012)
Eight practices that are essential elements of the K-12 science and engineering curriculum (p. 49):
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
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+ Note
Developed for the National Assessment Governing Board under contract number ED-04-CO-0148 by WestEd and the Council of Chief State School Officers. The framework describes the science content and science practices that form the basis for the 2009 NAEP Science Assessment. It also discusses item distribution and types of items, as well as draft achievement levels. Finally, it recommends several small-scale, special studies to be considered in conjunction with the 2009 or future science assessments.