Science Lesson
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|
| Earth and Moon Patterns | NGSS | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Sun Position and Shadow Patterns | NGSS | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Seasonal Patterns | NGSS | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Seasonal Temperatures and Water Cycles | NGSS | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Engineering Litter Collectors | NGSS | 1-LS1-1 | 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. |
| Insect Anatomy - Structure and Function | NGSS | 1-LS1-1 | 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. |
| Plant Structures | NGSS | 1-LS1-1 | 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. |
| Ant Behavior and Food | NGSS | 1-LS1-1 | 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. |
| Bird Beak Structure and Function | NGSS | 1-LS1-1 | 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. |
| Engineering Dams | NGSS | 1-LS1-1 | 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. |
| Living and Nonliving Things | NGSS | 1-LS1-1 | 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. |
| Parent and Offspring Behaviors | NGSS | 1-LS1-2 | 1 |
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| Plant Structures | NGSS | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| Living and Nonliving Things | NGSS | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| Parent and Offspring Behaviors | NGSS | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. *Students focus on animals in this unit. |
| Making Sounds and Instruments | NGSS | 1-PS4-1 | 1 |
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Light | NGSS | 1-PS4-1 | 1 |
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| Sounds and Senses | NGSS | 1-PS4-1 | 1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Sounds and Senses | NGSS | 1-PS4-1 | 1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Engineering Communication Devices | NGSS | 1-PS4-1 | 1 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| Materials and Light | NGSS | 1-PS4-3 | 1 |
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. |
| Earth Events | NGSS | 2-ESS1-1 | 2 |
Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Controlling Erosion | NGSS | 2-ESS2-1 | 2 |
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| Mapping Land and Water | NGSS | 2-ESS2-2 | 2 |
Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| Water Flow | NGSS | 2-ESS2-3 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| How Plants Grow | NGSS | 2-LS2-1 | 2 |
Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| Flowers | NGSS | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Butterfly Life Cycle | NGSS | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Butterfly Structure and Function | NGSS | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Engineering Hand Pollinators | NGSS | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Habitats | NGSS | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Predator-Prey Relationships | NGSS | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Matter and Properties | NGSS | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Engineering Owl Shelters | NGSS | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Property of Materials | NGSS | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Floating and Sinking | NGSS | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Boats | NGSS | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Property of Materials | NGSS | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Owl Shelters | NGSS | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Action-Reaction Forces | NGSS | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Friction | NGSS | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Owl Shelters | NGSS | 2-PS1-3 | 2 |
Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
| Matter and Properties | NGSS | 2-PS1-4 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| Water Flow | NGSS | 2-PS1-4 | 2 |
Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| Engineering Roller Coasters | NGSS | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Sound Barriers | NGSS | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Launchers | NGSS | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Hearing Toys | NGSS | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Pick-and-Place Devices | NGSS | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Water Prisms | NGSS | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Filtration Devices | NGSS | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Permeable Concrete | NGSS | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Library Scopes | NGSS | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Flood Control Engineering | NGSS | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Skyscrapers | NGSS | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Electric Cars | NGSS | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Information Transfer | NGSS | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Roller Coasters | NGSS | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Sound Barriers | NGSS | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Library Scopes | NGSS | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Launchers | NGSS | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Skyscrapers | NGSS | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Hearing Toys | NGSS | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Water Prisms | NGSS | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Pick-and-Place Devices | NGSS | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Filtration Devices | NGSS | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Permeable Concrete | NGSS | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Flood Control Engineering | NGSS | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem, based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Electric Cars | NGSS | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Information Transfer | NGSS | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Roller Coasters | NGSS | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Sound Barriers | NGSS | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Launchers | NGSS | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Skyscrapers | NGSS | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Pick-and-Place Devices | NGSS | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Hearing Toys | NGSS | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Filtration Devices | NGSS | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Water Prisms | NGSS | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Permeable Concrete | NGSS | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Library Scopes | NGSS | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Flood Control Engineering | NGSS | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Electric Cars | NGSS | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Information Transfer | NGSS | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Earth's Interacting Systems | NGSS | 3-ESS2-1 | 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth Materials and Water Flow | NGSS | 3-ESS2-1 | 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | NGSS | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth's Interacting Systems | NGSS | 3-ESS2-2 | 5 |
Obtain and combine information to describe climates in different regions of the world. |
| Weather and Climate | NGSS | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Energy from the Sun | NGSS | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Heat and Evaporation | NGSS | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Engineering Permeable Concrete | NGSS | 3-ESS3-1 | 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Flood Control Engineering | NGSS | 3-ESS3-1 | 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Earth Materials and Water Flow | NGSS | 3-ESS3-3 | 4 |
Obtain and combine information to describe climates in different regions of the world. |
| Frog Life Cycle | NGSS | 3-LS1-1 | 4 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Plant Growth and Acid Rain | NGSS | 3-LS1-1 | 5 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Life Cycles | NGSS | 3-LS1-1 | 3 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Environmental Change | NGSS | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Life Cycles | NGSS | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Selecting Traits | NGSS | 3-LS3-1 | 4 |
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. |
| Ecosystem Dynamics | NGSS | 3-LS3-1 | 5 |
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. |
| Heredity and Traits | NGSS | 3-LS3-1 | 3 |
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. |
| Ecosystem Dynamics | NGSS | 3-LS3-2 | 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Selecting Traits | NGSS | 3-LS3-2 | 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Heredity and Traits | NGSS | 3-LS3-2 | 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Changing Earth's Surface | NGSS | 3-LS4-1 | 4 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Fossil Organisms and their Environment | NGSS | 3-LS4-1 | 3 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Ecosystem Dynamics | NGSS | 3-LS4-2 | 5 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| Selecting Traits | NGSS | 3-LS4-2 | 4 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| Heredity and Traits | NGSS | 3-LS4-2 | 3 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| Fossil Organisms and their Environment | NGSS | 3-LS4-3 | 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. |
| Ecosystem Dynamics | NGSS | 3-LS4-3 | 5 |
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. |
| Selecting Traits | NGSS | 3-LS4-3 | 4 |
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. |
| Energy from the Sun | NGSS | 3-LS4-3 | 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. |
| Environmental Change | NGSS | 3-LS4-3 | 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. |
| Selecting Traits | NGSS | 3-LS4-4 | 4 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Environmental Change | NGSS | 3-LS4-4 | 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Engineering Launchers | NGSS | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Balanced vs. Unbalanced Forces | NGSS | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy and Collisions | NGSS | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy Transfer and Levers | NGSS | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy Transfer and Levers | NGSS | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Forces and Levers | NGSS | 3-PS2-1 | 4 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Comparing Forces | NGSS | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Windmill Forces | NGSS | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Patterns in Motion | NGSS | 3-PS2-1 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Forces and Materials | NGSS | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Engineering Skyscrapers | NGSS | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Motion in the Solar System | NGSS | 3-PS2-2 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Magnets and Motors | NGSS | 3-PS2-3 | 5 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Static Charge | NGSS | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Magnets and Magnetic Fields | NGSS | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | NGSS | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Current Electricity | NGSS | 3-PS2-3 | 4 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | NGSS | 3-PS2-4 | 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| Changing Earth's Surface | NGSS | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Weathering Rocks | NGSS | 4-ESS1-1 | 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape. |
| Plate Tectonics and Landform Patterns | NGSS | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Water Erosion | NGSS | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Water Erosion | NGSS | 4-ESS2-1 | 4 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Weathering Rocks | NGSS | 4-ESS2-1 | 5 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Flood Control Engineering | NGSS | 4-ESS2-1 | 3 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Plate Tectonics and Landform Patterns | NGSS | 4-ESS2-2 | 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Earth's Surface Features | NGSS | 4-ESS2-2 | 5 |
Analyze and interpret data from maps to describe patterns of Earth’s features. how different kinds of rock are mechanically weathered, analyzing how the sediment caused by the weathering can then be eroded. *In this unit, students focus on patterns in the locations of volcanoes and earthquakes. |
| Water Erosion | NGSS | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Changing Earth's Surface | NGSS | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Hydroelectric Dams and the Environment | NGSS | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Engineering Permeable Concrete | NGSS | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Flood Control Engineering | NGSS | 4-ESS3-2 | 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Plant Structures | NGSS | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Frog Life Cycle | NGSS | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | NGSS | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Selecting Traits | NGSS | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant and Animal Cells | NGSS | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth | NGSS | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Heredity and Traits | NGSS | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth and Acid Rain | NGSS | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Energy from the Sun | NGSS | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | NGSS | 4-LS1-2 | 4 |
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| Energy and Collisions | NGSS | 4-PS3-1 | 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
| Patterns in Motion | NGSS | 4-PS3-1 | 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. *Students are introduced to the relationship between energy and speed in this unit. |
| Friction and Motion | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Roller Coasters | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Electrical Currents and Circuits | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Magnets and Motors | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy and Materials | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Sound Barriers | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Library Scopes | NGSS | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy Transfer and Levers | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Water Prisms | NGSS | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy and Mediums | NGSS | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Hearing Toys | NGSS | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy Transfer and Levers | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Launchers | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Current Electricity | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Electric Cars | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Windmill Forces | NGSS | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.*Students are introduced to energy transfer in this unit by focusing on moving substances. They will explore other forms of energy transfer in later units. |
| Waves and Energy | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Pitch and Volume | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Information Transfer | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Forces and Levers | NGSS | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy and Collisions | NGSS | 4-PS3-3 | 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Engineering Roller Coasters | NGSS | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Electrical Currents and Circuits | NGSS | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Magnets and Motors | NGSS | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Launchers | NGSS | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Electric Cars | NGSS | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Information Transfer | NGSS | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Sound Energy | NGSS | 4-PS4-1 | 5 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Waves and Energy | NGSS | 4-PS4-1 | 4 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Engineering Library Scopes | NGSS | 4-PS4-2 | 5 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Water Prisms | NGSS | 4-PS4-2 | 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | NGSS | 4-PS4-2 | 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | NGSS | 4-PS4-3 | 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
| Scaling the Sun Earth Moon System | NGSS | 5-ESS1-1 | 5 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Balanced vs. Unbalanced Forces | NGSS | 5-ESS1-1 | 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Motion in the Solar System | NGSS | 5-ESS1-1 | 3 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Balanced vs. Unbalanced Forces | NGSS | 5-ESS1-2 | 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
| Patterns | NGSS | 5-ESS1-2 | 5 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| Weathering Rocks | NGSS | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Water | NGSS | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Interacting Systems | NGSS | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | NGSS | 5-ESS2-1 | 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Fossil Organisms and their Environment | NGSS | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Heat and Evaporation | NGSS | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Energy from the Sun | NGSS | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Environmental Change | NGSS | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Water | NGSS | 5-ESS2-2 | 5 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Earth Materials and Water Flow | NGSS | 5-ESS2-2 | 4 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Heat and Evaporation | NGSS | 5-ESS2-2 | 3 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Hydroelectric Dams and the Environment | NGSS | 5-ESS3-1 | 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Filtration Devices | NGSS | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Library Scopes | NGSS | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Food Webs | NGSS | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Structures | NGSS | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth | NGSS | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth and Acid Rain | NGSS | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Energy from the Sun | NGSS | 5-LS1-1 | 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Energy and Matter in Food Webs | NGSS | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Ecosystem Dynamics | NGSS | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Decomposition | NGSS | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy from the Sun | NGSS | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Fossil Organisms and their Environment | NGSS | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Electrical Currents and Circuits | NGSS | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy | NGSS | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Static Charge | NGSS | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Mediums | NGSS | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Materials | NGSS | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Engineering Sound Barriers | NGSS | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | NGSS | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Structure of Matter | NGSS | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Properties of Matter | NGSS | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Heat and Matter | NGSS | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Current Electricity | NGSS | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Waves and Energy | NGSS | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Pitch and Volume | NGSS | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | NGSS | 5-PS1-2 | 5 |
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. |
| Magnets and Motors | NGSS | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Sound Energy and Materials | NGSS | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Water Prisms | NGSS | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Static Charge | NGSS | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Pick-and-Place Devices | NGSS | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Hearing Toys | NGSS | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Plate Tectonics and Landform Patterns | NGSS | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Magnetic Fields | NGSS | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Properties of Minerals | NGSS | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Electrical Currents and Circuits | NGSS | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Sound Barriers | NGSS | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Library Scopes | NGSS | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Electric Cars | NGSS | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Current Electricity | NGSS | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Pitch and Volume | NGSS | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Information Transfer | NGSS | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Water Erosion | NGSS | 5-PS1-4 | 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Weathering Rocks | NGSS | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Conservation of Matter | NGSS | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Engineering Roller Coasters | NGSS | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Energy Transfer and Levers | NGSS | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Launchers | NGSS | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Skyscrapers | NGSS | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Scaling the Sun Earth Moon System | NGSS | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Energy Transfer and Levers | NGSS | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Balanced vs. Unbalanced Forces | NGSS | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Motion in the Solar System | NGSS | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Materials | NGSS | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Levers | NGSS | 5-PS2-1 | 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Food Webs | NGSS | 5-PS3-1 | 4 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Energy and Matter in Food Webs | NGSS | 5-PS3-1 | 5 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Energy from the Sun | NGSS | 5-PS3-1 | 3 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Engineering Marble Movers | NGSS | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Litter Collectors | NGSS | K-2-ETS1-1 | 1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Dams | NGSS | K-2-ETS1-1 | 1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Who Scientists Are | NGSS | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Windy Weather | NGSS | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool |
| Controlling Erosion | NGSS | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Sunlight and Engineering | NGSS | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Hand Pollinators | NGSS | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Owl Shelters | NGSS | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Boats | NGSS | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Communication Devices | NGSS | K-2-ETS1-1 | 1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Dams | NGSS | K-2-ETS1-2 | 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Litter Collectors | NGSS | K-2-ETS1-2 | 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Who Scientists Are | NGSS | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Windy Weather | NGSS | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem |
| Controlling Erosion | NGSS | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Sunlight and Engineering | NGSS | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Hand Pollinators | NGSS | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Marble Movers | NGSS | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Owl Shelters | NGSS | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Boats | NGSS | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Communication Devices | NGSS | K-2-ETS1-2 | 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Dams | NGSS | K-2-ETS1-3 | 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Litter Collectors | NGSS | K-2-ETS1-3 | 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Who Scientists Are | NGSS | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Sunlight and Engineering | NGSS | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Engineering Hand Pollinators | NGSS | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Marble Movers | NGSS | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Engineering Owl Shelters | NGSS | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Boats | NGSS | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Controlling Erosion | NGSS | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Engineering Communication Devices | NGSS | K-2-ETS1-3 | 1 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Who Scientists Are | NGSS | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Windy Weather | NGSS | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time |
| Heat and Water | NGSS | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| The Water Cycle | NGSS | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather and Seasons | NGSS | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather Patterns | NGSS | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Growing Plants | NGSS | K-ESS2-2 | K |
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| Living Things in Their Habitat | NGSS | K-ESS3-1 | K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
| Animal Habitats | NGSS | K-ESS3-1 | K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
| Windy Weather | NGSS | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Who Scientists Are | NGSS | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Extreme Weather | NGSS | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Human Shelter | NGSS | K-ESS3-3 | K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| Earth and Human Activity | NGSS | K-ESS3-3 | K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| Characteristics of Living Things | NGSS | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Living, Nonliving, and Once-Living | NGSS | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Growing Plants | NGSS | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Animal Habitats | NGSS | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Living Things in Their Habitat | NGSS | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Parts of Plants | NGSS | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Germinating Seeds | NGSS | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Pushes and Pulls | NGSS | K-PS2-1 | K |
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| Forces and Motion | NGSS | K-PS2-1 | K |
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| Friction and Motion | NGSS | K-PS2-1 | K |
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| Engineering Marble Movers | NGSS | K-PS2-2 | K |
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. |
| Who Scientists Are | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| The Water Cycle | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Sunlight and Temperature | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Sun and Shade | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Color and Temperature | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Sunlight and Engineering | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Weather Patterns | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface. |
| Weather and Seasons | NGSS | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface. |
| Who Scientists Are | NGSS | K-PS3-2 | K |
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface. |
| Sunlight and Engineering | NGSS | K-PS3-2 | K |
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface. |
| Earth-Sun-Moon System | NGSS | MS-ESS1-1 | 8 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| Sun Angle and Temperature | NGSS | MS-ESS1-1 | 8 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| Sun-Earth-Moon System | NGSS | MS-ESS1-1 | 6 |
Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons |
| Climate Analysis | NGSS | MS-ESS1-1 | 7 | Develop and use a model of the Earth-Sun-moon system to explain the cyclical patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| Earth's Place in the Solar System | NGSS | MS-ESS1-2 | 8 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| Sun-Earth-Moon System | NGSS | MS-ESS1-2 | 6 |
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| Earth's Place in the Solar System | NGSS | MS-ESS1-3 | 8 | Analyze and interpret data to determine scale properties of objects in the solar system. |
| Animal Diversity | NGSS | MS-ESS1-4 | 8 |
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. |
| Earth's Geologic History | NGSS | MS-ESS1-4 | 6 |
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. |
| Climate Analysis | NGSS | MS-ESS1-4 | 7 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. |
| Fossils and Tectonic Plate Motion | NGSS | MS-ESS1-4 | 7 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. |
| Earth Materials | NGSS | MS-ESS2-1 | 6 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| The Rock Cycle | NGSS | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Mass and Heat Transfer | NGSS | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Glacier Motion | NGSS | MS-ESS2-1 | 7 |
Use a model to illustrate that energy from Earth’s interior drives convection that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains. |
| Groundwater Flow | NGSS | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Groundwater Flow | NGSS | MS-ESS2-2 | 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Weathering and Erosion | NGSS | MS-ESS2-2 | 6 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| Earth Materials | NGSS | MS-ESS2-2 | 6 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| The Rock Cycle | NGSS | MS-ESS2-2 | 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| Glacier Motion | NGSS | MS-ESS2-2 | 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Climate Analysis | NGSS | MS-ESS2-2 | 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Earth Materials | NGSS | MS-ESS2-3 | 6 |
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
| Earth's Geologic History | NGSS | MS-ESS2-3 | 6 |
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
| Fossils and Tectonic Plate Motion | NGSS | MS-ESS2-3 | 7 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
| Sun Angle and Temperature | NGSS | MS-ESS2-4 | 8 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Convection and Weather | NGSS | MS-ESS2-4 | 8 |
Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
| Groundwater Flow | NGSS | MS-ESS2-4 | 7 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Weathering and Erosion | NGSS | MS-ESS2-4 | 6 |
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
| The Water Cycle and Earth's Systems |