• Practice 1: Asking Questions and Defining Problems: Students engage in these elements for grades K-2:

• • Ask questions based on observations to find more information about the natural and/or designed world(s). 

• Practice 2: Developing and Using Models. Students engage in these elements for grades K-2:

• • Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

• Practice 3: Planning and Carrying Out Investigations. Students engage in these elements for grades K-2:

• • With guidance, plan and conduct an investigation in collaboration with peers (for K).
  • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
  • Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.

• Practice 4: Analyzing and Interpreting Data. Students engage in these elements for grades K-2:

• • Record information (observations, thoughts, and ideas).
  • Use and share pictures, drawings, and/or writings of observations. 
  • Use observations (firsthand or from media) to describe patterns and/or relationships in the designed world in order to answer scientific questions and solve problems.
  • Analyze data from tests of an object or tool to determine if it works as intended.

• Practice 6: Constructing Explanations and Designing Solutions: Students engage in this element for grades K-2:

• • Generate and/or compare multiple solutions to a problem.

• Practice 7: Engaging in Argument from Evidence. Students engage in these elements for grades K-2:

• • Construct an argument with evidence to support a claim.

• Practice 8: Obtaining, Evaluating, and Communicating Information. Students engage in these elements for grades K-2:

• • Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

• Crosscutting Concept 1: Patterns: Students engage in these elements for grades K-2:
  • Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

• Crosscutting Concept 4: Systems and System Models: Students engage in this element for grades K-2:
  • Systems in the natural and designed world have parts that work together.

• CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
• CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

• Speaking and Listening:

• • CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas, and expressing their own clearly and persuasively. 

• • CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• • CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience 

• • CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 

• Reading:

• • CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 

• • CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 

• • CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 

• Language:
  • CCSS.ELA-LITERACY.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 

• Applying Disciplinary Concepts and Tools: Civics 
  • D2.Civ.1.K-2. Describe roles and responsibilities of people in authority.
  • D2.Civ.2.K-2. Explain how all people, not just official leaders, play important roles in a community.
  • D2.Civ.3.K-2. Explain the need for and purposes of rules in various settings inside and outside of school.
  • D2.Civ.10.K-2. Compare their own point of view with others’ perspectives.
  • D2.Civ.12.K-2. Identify and explain how rules function in public (classroom and school) settings.
• Gathering and Evaluating Sources: 
  • D3.1.K-2. Gather relevant information from one or two sources while using the origin and structure to guide the selection. 
• Communicating Conclusions: 
  • D4.2.K-2. Construct explanations using correct sequence and relevant information.
  • D4.3.K-2. Present a summary of an argument using print, oral, and digital technologies.
• Critiquing conclusions: 
  • D4.1.K-2. Construct an argument with reasons. 
  • D4.4.K-2 Ask and answer questions about arguments.
  • D4.5 K-2. Ask and answer questions about explanations.
• Taking Informed Action: 
  • D4.6.K-2. Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.
  • D4.7.K-2. Identify ways to take action to help address local, regional, and global problems.

• Self-awareness: The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior.
  • Identifying Emotions 
• Social Awareness: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports. 
  • Perspective-Taking
  • Empathy
  • Appreciating Diversity
• Responsible Decision-Making: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions and a consideration of the wellbeing of oneself and others. 
  • Identifying Problems 
  • Analyzing Situations
  • Solving Problems
  • Evaluating
  • Reflecting
  • Ethical Responsibility

This unit was designed for teachers in kindergarten, first, or second grades by providing the following supports:

• Specific callouts throughout the Teacher Guide to suggest when and how to modify activities to meet the needs of students who need more support or students who are ready for more, especially in the areas of literacy, math, and science practices. 
• “Supporting Kindergarteners” callouts to note when it might make sense to skip or modify an activity for those youngest learners.
• A choice of texts and videos for obtaining information about the virus so that teachers can decide which will best fit their students’ needs.
• Family Tools that invite families to share in conversations and activities that will inform class discussions and provide authentic ways for students to reflect on and share their learning.

The COVID-19 pandemic has highlighted how science and society connect. Therefore, the content of this unit includes science, social justice, and social-emotional learning, and students use literacy and math skills to explore these ideas. As such, you may see fit to teach this unit during any of those subject times in your schedule, a combination of them, or during other flexible parts of your day. For example, you might start a lesson by discussing the Family Tool responses during SEL circle time, then continue with a researching-to-learn step during your literacy block or carry out an investigation during science or social studies time. Additionally, if you do not have those subjects every day, the lesson parts could be spread over a series of days. We have included icons in the Lesson Snapshot table for each lesson to suggest subject times you might use other than science (social studies, literacy, math, and SEL). Due to space limitations, we did not suggest multiple disciplinary connections for every step in the lesson sequence, so use your judgement to decide how best to make this lesson work for your class and your schedule. We did not include the science flask icon in the Lesson Snapshot table because science practices are used throughout the lessons – the multidisciplinary connections support and enhance the science practices.

This unit consists of 9 lessons which total 13 “days” of 30 minutes each. Additionally, some lessons include “Going Deeper” parts to provide extensions and enrichments to the ideas and practices in that lesson. These Going Deeper activities are indicated with gray rows on each Lesson Snapshot table and the times suggested for them (in parenthesis) will take your class beyond the 30 minute total for that day. However, we anticipate that teachers will use information provided in the Lesson Snapshot table to adjust the parts of each lesson to fit their schedules. Some teachers will plan to use about 30 minutes of their day several days a week to teach this unit. Other teachers may choose to break the “days” into different pieces and include some or all of the Going Deeper steps to fit the needs and interests of their class. 

Just as teachers may be flexible with the amounts of time they use for these lessons each day and during what parts of their day, some teachers may choose to skip activities and/or lessons based on their students’ prior knowledge and experiences. For example, some schools begin the year practicing effective handwashing; it might make sense for those students to skip parts or all of Lesson 5. Each teacher and class can adjust this unit to meet their needs and their schedule.

• Brian J. Reiser, PhD, Project Leader, NextGen Science Storylines, Northwestern University
• Megan Bang, PhD, Project Leader, Learning in Places, Northwestern University
• Carrie Tzou, PhD, Project Leader, Learning in Places, University of Washington, Bothell
• Gail Housman, MEd, Unit Co-Lead, NextGen Science Storylines, Northwestern University
• Blakely Tsurusaki, PhD, Unit Co-Lead, University of Washington, Bothell
• Jamie Deutch Noll, MiT, NBCT, Writer, NextGen Science Storylines, Northwestern University
• Leah Bricker, PhD, Writer, Learning in Places, Northwestern University
• Ashley Stanely, Writer, Dewey School, Evanston, IL
• Sara Schneeberg, MSEd, Writer, Ogden International School of Chicago, Chicago, IL
• Dan Voss, MSEd, Writer and Reviewer, Dallas Center-Grimes High School, Grimes IA 
• Amy McGreal, Writer, James Ward Elementary School, Chicago, IL
• Ty Scaletta, Writer, Chicago Public Schools, Chicago, IL
• Katy Fatelleh, MEd, Reviewer, The Nora Project

• Christina Murzynski, Research Study Coordinator, Northwestern University
• Maria Gonzales, Copy Editor, Independent Contractor
• Natalie Giarratano, Copy Editor, Independent Contractor
• Diane Kraut, Permissions, DK Research, Inc.
• Chris Moraine, Multimedia Graphic Designer, BSCS Science Learning
• Shannon Barrero Watkins, Graphic and Brand Designer, Independent Contractor

• Geoffrey Baird MD, PhD, Professor and Interim Chair, Department of Laboratory Medicine and Pathology, University of Washington, Seattle
• Rebecca G. Kaplan, PhD, Library Information Specialist, Summit Middle School, Frisco, CO

The development team consulted with the following experts to inform their development of the unit.

• Edward M. Campbell, PhD, Professor, Department of Microbiology and Immunology, Stritch School of Medicine
• Dennis Chao, Senior Research Scientist, Institute for Disease Modeling
• Natalie R. Davis, PhD, Assistant Professor, Early Childhood, Elementary Education, and Program in Creative & Innovative Education, Georgia State University
• Jessica Elm, MSW, PhD, Assistant Scientist, Johns Hopkins University Center for American Indian Health
• Cristine H. Legare, Professor, Department of Psychology, The University of Texas at Austin
• Kerri Z. Machut, MD, Assistant Professor, Northwestern University Feinberg School of Medicine
• Dr. Lauren Ancel Meyers, Executive Director, UT COVID-19 Modeling Consortium, Cooley Centennial Professor of Zoology, Department of Integrative Biology, The University of Texas at Austin
• Ali H. Mokdad, PhD, Chief Strategy Officer, Population Health, University of Washington