Stat! SuperPower Pack

https://www.nextgenscience.org/

http://www.corestandards.org/

Next Generation Science Standards

Through exploring the different tools veterinarians use while playing the Stat! game, students will be able to apply and incorporate their knowledge of tools into the Science and Engineering Practices.

K-2

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

• Ask questions based on observations to find more information about the natural and/or designed world(s). (K-2-ETS1-1)
• Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

• Develop a simple model based on evidence to represent a proposed object or tool. (K-2-ETS1-2)

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

• Analyze data from tests of an object or tool to determine if it works as intended. (K-2-ETS1-3)

Grades 3-5

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)

Common Core Standards- English Language Arts

Kindergarten

• ELA-LITERACY.SL.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)
• ELA-LITERACY.SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood
• ELA-LITERACY.SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail
• ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly
• ELA-LITERACY.L.K.5.A: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent
• ELA-LITERACY.L.K.5.C: Identify real-life connections between words and their use
• ELA-LITERACY.L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts

First Grade

• ELA-LITERACY.SL.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)
• ELA-LITERACY.SL.1.1.B: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges
• ELA-LITERACY.SL.1.1.C: Ask questions to clear up any confusion about the topics and texts under discussion
• ELA-LITERACY.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media
• ELA-LITERACY.SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
• ELA-LITERACY.SL.1.6: Produce complete sentences when appropriate to task and situation
• ELA-LITERACY.L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
• ELA-LITERACY.L.1.5.A: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent
• ELA-LITERACY.L.1.5.B: Define words by category and by one or more key attributes
• ELA-LITERACY.L.1.5.C: Identify real-life connections between words and their use

Second Grade

• ELA-LITERACY.SL.2.1.A: Follow agreed-upon rules for discussions
• ELA-LITERACY.SL.2.1.B: Build on others’ talk in conversations by linking their comments to the remarks of others
• ELA-LITERACY.SL.2.1.C: Ask for clarification and further explanation as needed about the topics and texts under discussion.
• ELA-LITERACY.SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
• ELA-LITERACY.SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
• ELA-LITERACY.L.2.4.A: Use sentence-level context as a clue to the meaning of a word or phrase
• ELA-LITERACY.L.2.4.C: Use a known root word as a clue to the meaning of an unknown word with the same root
• ELA-LITERACY.L.2.5.A: Identify real-life connections between words and their use
• ELA-LITERACY.L.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

Third Grade

• ELA-LITERACY.SL.3.1.A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion
• ELA-LITERACY.SL.3.1.B: Follow agreed-upon rules for discussions
• ELA-LITERACY.SL.3.1.C: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others
• ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the discussion
• ELA-LITERACY.SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail
• ELA-LITERACY.SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace
• ELA-LITERACY.SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
• ELA-LITERACY.L.3.4.A: Use sentence-level context as a clue to the meaning of a word or phrase
• ELA-LITERACY.L.3.4.C: Use a known root word as a clue to the meaning of an unknown word with the same root
• ELA-LITERACY.L.3.5.B: Identify real-life connections between words and their use
• ELA-LITERACY.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

Fourth Grade

• ELA-LITERACY.SL.4.1.A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion
• ELA-LITERACY.SL.4.1.B: Follow agreed-upon rules for discussions and carry out assigned roles
• ELA-LITERACY.SL.4.1.C: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others
• ELA-LITERACY.SL.4.1.D: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion
• ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
• ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
• ELA-LITERACY.L.4.4.A: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase
• ELA-LITERACY.L.4.4.B: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
• ELA-LITERACY.L.4.4.C: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

Fifth Grade

• ELA-LITERACY.SL.5.1.A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion
• ELA-LITERACY.SL.5.1.B: Follow agreed-upon rules for discussions and carry out assigned roles
• ELA-LITERACY.SL.5.1.C: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others
• ELA-LITERACY.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
• ELA-LITERACY.L.5.4.B: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)
• ELA-LITERACY.L.5.4.C: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases