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Comments on specific standards (I'm also submitting these directly at the NGSS site):
4-ESS1-a (p. 70 of DCI-arranged list) Interpreting rocks is too advanced for 4th grade - they need to be identifying rocks at this point, a skill which I can't fiind anywhere in the standards. Also, it specifies that "knowledge of the mechanism of rock formation is not required" but that would be necessary to do the interpretation that is being asked for.
MS-ESS2-i and MS-ESS3-h (p. 83 & 93 of DCI-arranged list) Students do need to know some symbols on weather maps to work with them. While we don't want to make science be just memorizing, knowing some things from memory is a part of intelligence and need not be avoided - one can't do science without knowing the meaning of some things such as map symbols.
MS-ESS2-b (p. 83 of DCI-arranged list) It's hard to analyze energy flow in the water cycle without reference to heats of vaporization and fusion/condensation, so a conceptual understandin gof these should be included. They are important for understanding climate change effects.
HS-ESS-2-a (p. 86 of DCI-arranged list) The assessment boundary says "details...not assessed", but it would be impossible to understand these processes without specific examples. The boundary limits exactly what would need to be included.
MS-ESS2-g (p. 83 of DCI-arranged list) Not sure where to add this omission, but there is not standard for identifying minerals and rocks, which is a fundamental Earth science skill that should be included. Note also that minerals are often referred to as fertilizer/nutrients or as resources, but not as the natural materials that make rocks and the Earth. This is a fundamental omission.
5-PS1-c (p. 3 of DCI-arranged list) Not sure where to add this omission, but it's a common omission of all chemistry studies: While carbon has many references in the standards, NOWHERE in the standards is a mention of the most common non-organic compounds: silicate minerals. Also, as is common in chemistry classes, there is no discussion of minerals as naturally-occurring compounds that make up the Earth. This needs to be added to basic physical science standards as part of the study of matter.
4-ESS1-a (p. 70 of DCI-arranged list) Interpreting rocks is too advanced for 4th grade - they need to be identifying rocks at this point, a skill which I can't fiind anywhere in the standards. Also, it specifies that "knowledge of the mechanism of rock formation is not required" but that would be necessary to do the interpretation that is being asked for.
MS-ESS2-i and MS-ESS3-h (p. 83 & 93 of DCI-arranged list) Students do need to know some symbols on weather maps to work with them. While we don't want to make science be just memorizing, knowing some things from memory is a part of intelligence and need not be avoided - one can't do science without knowing the meaning of some things such as map symbols.
MS-ESS2-b (p. 83 of DCI-arranged list) It's hard to analyze energy flow in the water cycle without reference to heats of vaporization and fusion/condensation, so a conceptual understandin gof these should be included. They are important for understanding climate change effects.
HS-ESS-2-a (p. 86 of DCI-arranged list) The assessment boundary says "details...not assessed", but it would be impossible to understand these processes without specific examples. The boundary limits exactly what would need to be included.
MS-ESS2-g (p. 83 of DCI-arranged list) Not sure where to add this omission, but there is not standard for identifying minerals and rocks, which is a fundamental Earth science skill that should be included. Note also that minerals are often referred to as fertilizer/nutrients or as resources, but not as the natural materials that make rocks and the Earth. This is a fundamental omission.
5-PS1-c (p. 3 of DCI-arranged list) Not sure where to add this omission, but it's a common omission of all chemistry studies: While carbon has many references in the standards, NOWHERE in the standards is a mention of the most common non-organic compounds: silicate minerals. Also, as is common in chemistry classes, there is no discussion of minerals as naturally-occurring compounds that make up the Earth. This needs to be added to basic physical science standards as part of the study of matter.
6310:21770
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