Our elementary and middle school science instruction places an emphasis on acquiring skills, knowledge, and attitudes toward science. Students are actively engaged in situations that begin with their questions and take them through the process of inquiry. Students gather information to help them find answers to their questions using the data they have collected.

The elementary science curriculum is also designed to align with the Performance Expectations as outlined by the New York State P-12 Science Learning Standards (NYSSLS). As recommended by the NYSSLS, students are not presented with instruction for one performance expectation in isolation. Instead, students use Science and Engineering Practices, Disciplinary Core Ideas, and Cross-Cutting Concepts in varied combinations throughout each unit of study.

Science and Engineering Practices

The science and engineering practices mirror the practices of professional scientists and engineers. The use of the practices in the performance expectations is not only intended to strengthen students’ skills in these practices but also to develop students’ understanding of the nature of science and engineering. Listed below are the science and engineering practices from the Framework:

• Asking questions and defining problems
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics and computational thinking
• Constructing explanations and designing solutions
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information

Disciplinary Core Ideas

The disciplinary core ideas are built on the notion of learning as a developmental progression. They are designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works. The goal is to guide their knowledge toward a more scientifically based and coherent view of the natural sciences and engineering, as well as of the ways in which they are pursued, and their results can be used.

• Life Science
• Earth and Space Systems Science
• Physical Science
• Engineering Design

Crosscutting Concepts

The crosscutting concepts are meant to give students an organizational structure to understand the world and help students make sense of and connect disciplinary core ideas across disciplines and grade bands. They are not intended as additional content. Listed below are the crosscutting concepts from the Framework:

• Patterns
• Cause and Effect
• Scale, Proportion, and Quantity
• Systems and System Models
• Energy and Matter in Systems
• Structure and Function
• Stability and Change of Systems

The following NYSSLS aligned courses culminate in a NYS Regents exam: 

Overview of NYSSLS: Earth and Space Sciences

Earth and Space Sciences in the NYSSLS aim to help students understand the dynamic processes of the Earth, its place in the universe, and the interactions between Earth's systems and human activity. The content builds from elementary through high school, with increasing depth and complexity.

Three-Dimensional Learning in Earth and Space Sciences

1. Disciplinary Core Ideas (DCIs) in Earth and Space Sciences

The core ideas students develop over time include:

• ESS1: Earth’s Place in the Universe
  • The solar system and Earth's position
  • Patterns of seasons, lunar phases, and eclipses
  • The Big Bang theory and age of the universe
• ESS2: Earth’s Systems
  • Plate tectonics and geological processes
  • Weathering, erosion, and climate systems
  • The water cycle and energy flow within Earth
• ESS3: Earth and Human Activity
  • Natural hazards (earthquakes, floods, etc.)
  • Resource use and environmental impacts
  • Climate change and sustainability

2. Science and Engineering Practices (SEPs)

• Students are expected to engage in authentic science practices, such as:

• Developing and using models (e.g., to explain plate tectonics)
• Analyzing and interpreting data (e.g., weather patterns, fossil records)
• Constructing explanations and designing solutions (e.g., preparing for natural disasters)
• Engaging in argument from evidence (e.g., climate change debates)

3. Crosscutting Concepts (CCCs)

These help students connect Earth science concepts across disciplines:

• Patterns (e.g., climate trends, rock layers)
• Cause and Effect (e.g., volcanic eruptions and ecosystem changes)
• Systems and System Models (e.g., Earth's spheres: geosphere, hydrosphere, atmosphere, biosphere)
• Stability and Change (e.g., evolution of landforms and climate)

Goals of Earth and Space Science Instruction

• Develop understanding of complex Earth systems
• Apply scientific reasoning to real-world phenomena
• Prepare students to make informed decisions about environmental and global issues
• Inspire interest in careers in geology, meteorology, astronomy, environmental science, and related fields

Overview of NYSSLS: Biology (Life Sciences)

The NYSSLS Biology standards focus on helping students understand the complexity of living systems, how organisms interact with each other and their environment, and how life changes over time. Instruction emphasizes phenomena-based learning, inquiry, and real-world relevance, preparing students for college, careers, and citizenship in a scientifically literate society.

Three-Dimensional Learning in Biology

1. Disciplinary Core Ideas (DCIs) in Life Sciences

NYSSLS organizes Life Science content into four main themes:

• LS1: From Molecules to Organisms
  • Cell structure and function
  • Homeostasis and feedback mechanisms
  • Photosynthesis and cellular respiration
  • Growth and development of organisms
• LS2: Ecosystems: Interactions, Energy, and Dynamics
  • Food webs and energy flow
  • Population dynamics and biodiversity
  • Human impacts on ecosystems
  • Cycles of matter and stability of ecosystems
• LS3: Heredity: Inheritance and Variation of Traits
  • Structure and function of DNA
  • Inheritance of traits
  • Variation and mutation
• LS4: Biological Evolution: Unity and Diversity
  • Natural selection and adaptation
  • Common ancestry and evidence for evolution
  • Extinction, speciation, and biodiversity

2. Science and Engineering Practices (SEPs)

• Students are expected to:

• Ask scientific questions
• Develop and use models (e.g., of DNA replication or ecosystem interactions)
• Analyze and interpret data (e.g., genetic crosses or biodiversity studies)
• Construct explanations and design solutions (e.g., modeling disease spread or conservation strategies)
• Argue from evidence and communicate findings

3. Crosscutting Concepts (CCCs)

Used to connect ideas across units and disciplines:

• Cause and Effect (e.g., genetic mutations → trait variation)
• Systems and System Models (e.g., human body systems, ecosystems)
• Energy and Matter (e.g., photosynthesis, trophic levels)
• Structure and Function (e.g., cellular organelles, proteins)
• Stability and Change (e.g., ecological balance, evolution)

Goals of NYSSLS Biology Instruction

• Foster a deep understanding of biological systems and processes
• Prepare students to analyze and respond to global issues (e.g., climate change, health, biodiversity loss)
• Promote scientific thinking and evidence-based reasoning
• Encourage pathways into STEM careers like medicine, environmental science, genetics, biotechnology, and more

Stay tuned for Regents Chemistry and Regents Physics descriptions!

Science is all around us! As a parent or caregiver, you can play a powerful role in helping your child develop curiosity, critical thinking, and problem-solving skills. Here’s how you can support science learning at home:

Encourage Curiosity

• Ask your child questions like “Why do you think that happens?” or “What would happen if...?”
• Let their natural curiosity lead to fun conversations or experiments.
• Explore their questions together using books, videos, or online searches.

Make Science Part of Everyday Life

• Cooking together (mixing, measuring, observing changes)
• Gardening or exploring nature
• Building things with blocks, cardboard, or tools
• Observing the sky or weather

Start with Real-World Phenomena

• Why does ice melt faster on metal than plastic?
• How do animals survive in the winter?
• What makes bridges strong?
• Encourage them to explain what they see using evidence.

Use Free Science Resources

• Watch science videos (try Mystery Doug, SciShow Kids, or Crash Course Kids)
• Visit science museums, aquariums, or nature centers
• Explore online tools or activities shared by your school or teacher

Talk About Science in the Real World

• Connect science to the news (space, weather, medicine)
• Point out science in jobs like doctors, engineers, farmers, and artists
• Ask how science helps solve problems in the world

Support Projects and Homework

• Let your child take the lead—ask questions like:
  • “What do you think will happen?”
  • “How did you figure that out?”
• Encourage effort and creative thinking, even when results don’t go as planned!

Model Scientific Thinking

You don’t have to be a scientist to think like one! Show how to:

• Ask questions
• Observe carefully
• Try out ideas
• Learn from mistakes

Science learning doesn’t end in the classroom—it grows with curiosity at home. Every question, observation, and experiment helps build your child’s confidence as a thinker, problem solver, and explorer of the world.

This resource is designed to help you understand how our K-5 literacy program supports your child's reading development using the New York State English Language Arts (ELA) Standards and the Science of Reading.

Our district’s literacy program from PreK through Grade 5 is grounded in three essential pillars:

• The Five Pillars of Literacy
• The Science of Reading
• The New York State Next Generation Learning Standards (NGLS)

This guide helps families understand how we build skilled, confident readers by combining research-based practices, comprehensive instruction, and responsive intervention.

Grades K-2: Building the Foundation

We are excited to share that starting this fall, our district will fully implement the Amplify Core Knowledge Language Arts (CKLA) program in all K–5 classrooms!

• CKLA is a comprehensive, research-based language arts curriculum that helps students become fluent, confident readers while building deep background knowledge in science, social studies, and literature. The program combines strong foundational skills with rich content to support students in both learning to read and reading to learn.

What Makes CKLA Different?

• High-quality instruction in phonics, vocabulary, and comprehension
• Engaging, knowledge-building topics across the disciplines
• Development of critical thinking and academic vocabulary
• Research shows that students comprehend better when they already know something about the topic—and that’s why CKLA integrates content into the literacy block. Whether students are learning about fairy tales or the solar system, they are developing both language and content knowledge at the same time.

What CKLA Looks Like in the Classroom?

Grades K–2

• Skills Lessons: Focus on foundational reading skills like phonemic awareness, phonics, spelling, and handwriting.
• Knowledge Lessons: Build content knowledge through rich read-alouds and discussion in science, history, literature, and the arts.

Grades 3–5

• Students apply reading strategies to more complex texts across disciplines.
• Lessons emphasize vocabulary, writing, and deeper comprehension across subjects.

Sample CKLA Knowledge Units by Grade

Kindergarten

• Nursery Rhymes and Fables
• The Five Senses
• Underdogs and Heroes
• Plants and Farms
• Native American Cultures
• Geography
• National Icons
• Seasons and Weather
• Art and the World Around Us

Grade 1

• Fables and Tales
• How the Body Works
• Stories from Different Lands
• Astronomy
• Geography
• Animal Habitats
• American Independence
• Early World Civilizations
• Maya, Aztec, and Inca
• Adventure Stories

Grade 2

• Fairy Tales and Tall Tales
• Ancient Greece and Greek Myths
• Cycles in Nature
• Insects
• The American Civil War
• Poetry
• Asian Civilizations
• Aviation
• Immigration Stories

Grade 3

• Classic Stories
• Animal Classification
• Poetry
• Ancient Rome
• Astronomy
• Native American Cultures
• Stella Díaz Has Something to Say
• The Human Body
• All That Jazz

Grade 4

• Personal Narratives
• Europe’s Middle Ages
• Poetry and Invention
• Geology
• The American Revolution
• From the Mixed-Up Files of Mrs. Basil E. Frankweiler
• Treasure Island
• American Innovation

Grade 5

• Personal Narratives
• Early American Civilizations
• Poetry
• Don Quixote
• Oceans
• The Renaissance
• Native Americans

A Curriculum That Inspires Curiosity

CKLA doesn’t just teach students how to read—it helps them become poets, geologists, ecologists, and historians. Through engaging topics, students build the curiosity, vocabulary, and background knowledge they need to thrive in school and beyond!

 Learn How to Support Your Reader at Home

Want to explore more or support your child’s learning at home? Visit the Amplify CKLA Caregiver Hub for helpful resources, videos, and reading tips:
 amplify.com/caregiver-hub/amplify-ckla

The i-Ready Diagnostic is an adaptive assessment developed by Curriculum Associates, primarily used in K–8 schools across the United States. It is designed to help educators understand each student's individual learning needs in reading and mathematics.

Purpose

• Identify students’ current skill levels.
• Determine appropriate instructional pathways.
• Monitor student growth over time.
• Support data-driven instruction.

How It Works

• Adaptive Test: The test adjusts the difficulty of questions based on student responses. If a student answers correctly, the questions get harder; if incorrectly, they get easier.
• Subjects:
  • Reading: Phonological awareness, phonics, vocabulary, comprehension of literature and informational texts.
  • Math: Number sense, algebraic thinking, geometry, measurement and data.

What It Measures

• Placement: Determines grade-level performance.
• Growth: Tracks progress across the school year.
• Domain-specific skills: Breaks down performance into key subcategories (e.g., "Operations & Algebraic Thinking").

 When It’s Administered

• Typically 3 times per year:
  1. Beginning of year (BOY)
  2. Middle of year (MOY)
  3. End of year (EOY)

 Reporting Features

• Individual student reports
• Classroom/grade-level summaries
• Growth targets
• Placement levels (e.g., "On Grade Level", "Below Grade Level")

Benefits

• Personalized learning paths in the i-Ready Instruction program.
• Quick identification of students who need intervention or enrichment.

How Teachers Use i-Ready Data to Drive Instruction

1.     Diagnose Student Needs:

• The i-Ready Diagnostic provides detailed reports on each student's performance in reading and math.
• Teachers analyze data to pinpoint specific skill gaps and grade-level proficiency levels.

2.     Group Students Strategically:

• Based on diagnostic data, students are grouped for small group instruction, intervention, or enrichment.
• Teachers can create flexible groups that target similar needs.

3.     Personalize Learning:

• Teachers assign Teacher-Assigned Lessons in i-Ready that align with individual student needs.
• Students also work on their MyPath—a personalized learning path automatically set based on their diagnostic results.

4.     Monitor Progress and Growth:

• Teachers review Growth Monitoring and Progress Monitoring reports to track student progress over time.
• Data helps adjust instruction and support before the next diagnostic.

5.     Adjust Core Instruction:

• i-Ready Standards Mastery reports help teachers understand how students are performing on specific grade-level standards.
• Instruction is then aligned more closely to the standards and student readiness.

6.     Communicate with Stakeholders:

• Data is shared with students to set goals and reflect on growth.
• Teachers also communicate progress with families and use it during RTI/MTSS meetings.

Overview of MyPath in i-Ready

MyPath is an automated, personalized online learning pathway within the i-Ready platform, designed to address each student’s specific strengths and needs in reading and mathematics based on their i-Ready Diagnostic results.

Purpose of MyPath

• Provide individualized instruction that meets students where they are.
• Support targeted skill development at the right level and pace.
• Promote learning growth between diagnostic assessments.

How MyPath Works

1. Assessment-Based:
   After a student completes an i-Ready Diagnostic, MyPath uses their results to generate a custom learning plan.
2. Adaptive Lessons:
   Students receive interactive, skill-based lessons tailored to their learning level—not just their grade level.
3. Ongoing Adjustments:
   As students progress, MyPath automatically adjusts lesson difficulty based on their performance.
4. Teacher Control:
   Teachers can:
   • Monitor usage and progress.
   • Assign additional lessons manually.
   • Redirect or adjust lesson pathways when needed.

     How MyPath Works

   • Assessment-Based:
     After a student completes an i-Ready Diagnostic, MyPath uses their results to generate a custom learning plan.
   • Adaptive Lessons:
     Students receive interactive, skill-based lessons tailored to their learning level—not just their grade level.
   • Ongoing Adjustments:
     As students progress, MyPath automatically adjusts lesson difficulty based on their performance.
   • Teacher Control:
     Teachers can:
     • Monitor usage and progress.
     • Assign additional lessons manually.
     • Redirect or adjust lesson pathways when needed.

What’s Included in a MyPath Lesson

Each lesson typically includes:

• An introductory tutorial with a digital teacher.
• Guided practice with interactive problems.
• Independent practice with feedback.
• A short quiz or activity to check understanding.

MyPath Reporting & Tracking

Teachers can view:

• Which lessons students have completed.
• How students performed (e.g., pass/fail).
• Time spent on tasks.
• Overall growth in skill areas over time.

Benefits of MyPath