Reader 1- Could it be Corn?

Science (Next Generation Science Standards)

• NGSS.K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
• NGSS.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.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.K.1: With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-Literacy.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
• CCSS.ELA-Literacy.RI.K.4: Ask and answer questions about unknown words in a text.
• CCSS.Speaking & Listening.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Reader 2- History of Corn

Science (Next Generation Science Standards)

• NGSS.K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
• NGSS.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.

Math (Common Core State Standards)

• CCSS.Math.Content.K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
• CCSS.Math.Content.K.MD.2: Directly compare two objects, with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.K.1: With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-Literacy.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
• CCSS.ELA-Literacy.RI.K.4: Ask and answer questions about unknown words in a text.
• CCSS.Speaking & Listening.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Reader 3- The Secret of Soil

Science (Next Generation Science Standards)

• NGSS.K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
• NGSS.K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
• NGSS.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.
• NGSS.1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Math (Common Core State Standards)

• CCSS.Math.Content.K.MD.2: Directly compare two objects, with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.K.1: With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-Literacy.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
• CCSS.ELA-Literacy.RI.K.4: Ask and answer questions about unknown words in a text.
• CCSS.Speaking & Listening.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Reader 4- Miracle of Water

Science (Next Generation Science Standards)

• NGSS.K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
• NGSS.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.
• NGSS.1-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Math (Common Core State Standards)

• CCSS.Math.Content.1.MD.4: Classify and categorize objects or data.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.K.1: With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-Literacy.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
• CCSS.ELA-Literacy.RI.K.4: Ask and answer questions about unknown words in a text.
• CCSS.Speaking & Listening.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• CCSS.Speaking & Listening.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
• CCSS.Speaking & Listening.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Reader 1- Could it be Corn?

Science (Next Generation Science Standards)

• NGSS.2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
• NGSS.4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and how their uses affect the environment.
• NGSS.5-PS1-3: Make observations and measurements to identify materials based on their properties.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level.
• CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• CCSS.ELA-Literacy.RI.3.7: Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
• CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences.
• CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.

Reader 2- History of Corn

Science (Next Generation Science Standards)

• NGSS.2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
• NGSS.3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
• NGSS.4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
• NGSS.5-PS1-3: Make observations and measurements to identify materials based on their properties.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
• CCSS.ELA-Literacy.RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level.
• CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• CCSS.ELA-Literacy.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
• CCSS.ELA-Literacy.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
• CCSS.ELA-Literacy.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Reader 3- The Secret of Soil

Science (Next Generation Science Standards)

• NGSS.2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
• NGSS.2-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of water in an area.
• NGSS.2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow.
• NGSS.3-LS4-3: Construct an argument with evidence that in a particular habitat, some organisms can survive well, some survive less well, and some cannot survive at all.
• NGSS.4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
• NGSS.5-PS1-3: Make observations and measurements to identify materials based on their properties.
• NGSS.5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Math (Common Core State Standards)

• CCSS.Math.Practice.MP.2: Reason abstractly and quantitatively.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level.
• CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• CCSS.ELA-Literacy.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
• CCSS.Writing.5.7: Participate in shared research and writing projects.

Reader 4- Miracle of Water

Science (Next Generation Science Standards)

• NGSS.2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
• NGSS.3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of weather-related hazards.
• NGSS.4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
• NGSS.4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
• NGSS.5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Math (Common Core State Standards)

• CCSS.Math.Content.5.MD.2: Make a data display to show a data set of measurements in fractions of a unit.

Reading and ELA (Common Core State Standards)

• CCSS.ELA-Literacy.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
• CCSS.ELA-Literacy.RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level.
• CCSS.ELA-Literacy.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• CCSS.Writing.5.7: Participate in shared research and writing projects.

Reader 1- Could it be Corn?

Science (Next Generation Science Standards)

• MS-PS1-2 Matter and its Interactions; Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
• MS-PS1-3 Matter and its Interactions; Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
• MS-ESS3-4 Earth and Human Activity; Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

ELA

• W.6.2.a Introduce a topic; organize ideas, concepts and information, using strategies such as definition classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.
• RI.6.10 Use knowledge of language and its conventions when reading to improve comprehension.
• RI.6.11.b Use common, grade-appropriate Greek or Latin affixes and roots to define the meaning of a word.
• RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• RI.7.11.a Use context to determine the meaning of a word or phrase.
• RI.7.11.b Use common, grade-appropriate Greek or Latin affixes and roots to define the meaning of a word.
• RI.8.11.a Use context to determine the meaning of a word or phrase.
• RI.8.11.b Use common, grade-appropriate Greek or Latin affixes and roots to define the meaning of a word (e.g., precede, recede, secede).

Reader 2- History of Corn

Science (Next Generation Science Standards)

• MS-LS4-5 Biological Evolution: Unity and Diversity; Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
• MS-LS3-1 Heredity: Inheritance and Variation of Traits; Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
• MS-LS1-7 From Molecules to Organisms: Structures and Processes; Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

ELA

• RI.6.12.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
• W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
• W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
• W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
• W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
• W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
• W.6.9 Draw evidence from literary or informational texts to support analysis, reflection and Research.
• RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
• RI.7.9 Analyze how two or more authors writing about the same topic shape their presentation.
• W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
• W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims and organize the reasons and evidence logically.
• W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
• W.7.1.c Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence.
• W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims and organize the reasons and evidence logically.
• W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
• W.8.1.c Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence.

Social Studies

• 3. Societies are shaped by identities, beliefs and practices of individuals and groups.
• 3.2 – The student will analyze context and draw conclusions of how societies are shaped by the identities, beliefs, and practices of individuals and groups.

Reader 3- The Secret of Soil

Science (Next Generation Science Standards)

• MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics; Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
• MS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics; Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

ELA

• RI.6.10 Use knowledge of language and its conventions when reading to improve comprehension.
• RI.6.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for sixth grade.
• RI.7.10 Use knowledge of language and its conventions when reading to aid comprehension.
• RI.7.13 Read and comprehend high-quality and engaging informational text of appropriate quantitative and qualitative complexity for seventh grade.
• RI.8.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for eighth grade.

Reader 4- Miracle of Water

Science (Next Generation Science Standards)

• MS-ESS3-1 Earth and Human Activity; Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
• MS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics; Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
• MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics; Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

ELA

• RI.6.10 Use knowledge of language and its conventions when reading to improve comprehension.
• RI.6.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for sixth grade.
• RI.7.10 Use knowledge of language and its conventions when reading to aid comprehension.
• RI.7.13 Read and comprehend high-quality and engaging informational text of appropriate quantitative and qualitative complexity for seventh grade.
• RI.8.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for eighth grade.

Math

• 6.SP.5. Summarize numerical data sets in relation to their context, such as by:
  • 6.SP.5a. Reporting the number of observations. (6.SP.5a)
  • 6.SP.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. (6.SP.5b)

Social Studies

• 1. Choices have consequences.
  • 1.1 – The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
• 5. Relationships among people, places, ideas and environments are dynamic.
  • 5.1 – The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
  • 5.2 – The student will analyze the context and draw conclusions about dynamic relationships.

Reader 1- Could it be Corn?

Science (Next Generation Science Standards)

• HS-ESS3-4 Earth and Human Activity; Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
• HS-ESS3-2 Earth and Human Activity; Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*

ELA

• RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• RI.9-10.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 9-10.
• RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• RI.11-12.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 11-12.

Reader 2- History of Corn

Science (Next Generation Science Standards)

• HS-LS1-1 From Molecules to Organisms: Structures and Processes; Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
• HS-LS1-2 From Molecules to Organisms: Structures and Processes; Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
• HS-LS4-5 Biological Evolution: Unity and Diversity; Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

ELA

• RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• RI.9-10.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 9-10.
• W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
• W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection and Research.
• RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• RI.11-12.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 11-12.
• W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• W.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that logically sequences claim(s), counterclaims, reasons and evidence.
• W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases.

Social Studies

• 3. Societies are shaped by identities, beliefs and practices of individuals and groups.
  • 3.2 – The student will analyze context and draw conclusions of how societies are shaped by the identities, beliefs, and practices of individuals and groups.

Reader 3- The Secret of Soil

ELA

• RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• RI.9-10.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 9-10.
• RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• RI.11-12.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 11-12.

Science (Next Generation Science Standards)

• HS-LS2-6 Ecosystems: Interactions, Energy, and Dynamics; Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Social Studies

• 3. Societies are shaped by identities, beliefs and practices of individuals and groups.
  • 3.2 – The student will analyze context and draw conclusions of how societies are shaped by the identities, beliefs, and practices of individuals and groups.

Reader 4- Miracle of Water

Science (Next Generation Science Standards) 

• HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics; Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
• HS-LS4-6 Biological Evolution: Unity and Diversity; Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

ELA

• RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• RI.9-10.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 9-10.
• RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• RI.11-12.13 Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for grades 11-12.
• W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• W.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that logically sequences claim(s), counterclaims, reasons and evidence.
• W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases.

Social Studies

• 5. Relationships among people, places, ideas and environments are dynamic.
  • 5.1 – The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
  • 5.2 – The student will analyze the context and draw conclusions about dynamic relationships.