Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Earth and Moon Patterns | IN | K-12 Science Indiana Academic Standards | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Sun Position and Shadow Patterns | IN | K-12 Science Indiana Academic Standards | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Seasonal Temperatures and Water Cycles | IN | K-12 Science Indiana Academic Standards | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Seasonal Patterns | IN | K-12 Science Indiana Academic Standards | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Living and Nonliving Things | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Litter Collectors | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 1-LS1-2 | 1 |
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| Parent and Offspring Behaviors | IN | K-12 Science Indiana Academic Standards | 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. |
| Plant Structures | IN | K-12 Science Indiana Academic Standards | 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. |
| Making Sounds and Instruments | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 1-PS4-2 | 1 |
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| Materials and Light | IN | K-12 Science Indiana Academic Standards | 1-PS4-3 | 1 |
Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. |
| Engineering Communication Devices | IN | K-12 Science Indiana Academic Standards | 1-PS4-4 | 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. |
| Earth Events | IN | K-12 Science Indiana Academic Standards | 2-ESS1-1 | 2 |
Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Controlling Erosion | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 2-ESS2-2 | 2 |
Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| Water Flow | IN | K-12 Science Indiana Academic Standards | 2-ESS2-3 | 2 |
Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| How Plants Grow | IN | K-12 Science Indiana Academic Standards | 2-LS2-1 | 2 |
Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| Flowers | IN | K-12 Science Indiana Academic Standards | 2-LS2-1 | 2 |
Plan and conduct investigations on the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water). |
| Engineering Hand Pollinators | IN | K-12 Science Indiana Academic Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Flowers | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Habitats | IN | K-12 Science Indiana Academic Standards | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Butterfly Life Cycle | IN | K-12 Science Indiana Academic Standards | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Matter and Properties | IN | K-12 Science Indiana Academic Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Property of Materials | IN | K-12 Science Indiana Academic Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Engineering Owl Shelters | IN | K-12 Science Indiana Academic Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Property of Materials | IN | K-12 Science Indiana Academic Standards | 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. |
| Floating and Sinking | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 2-PS1-2 | 2 |
Analyze data to determine how the motion of an object changed by an applied force or the mass of an object. |
| Friction | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Water Flow | IN | K-12 Science Indiana Academic Standards | 2-PS1-4 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| Matter and Properties | IN | K-12 Science Indiana Academic Standards | 2-PS1-4 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| Engineering Skyscrapers | IN | K-12 Science Indiana Academic Standards | 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 Hearing Toys | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Permeable Concrete | IN | K-12 Science Indiana Academic Standards | 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 Launchers | IN | K-12 Science Indiana Academic Standards | 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 Electric Cars | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Library Scopes | IN | K-12 Science Indiana Academic Standards | 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 Hearing Toys | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Sound Barriers | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Filtration Devices | IN | K-12 Science Indiana Academic Standards | 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. |
| Flood Control Engineering | IN | K-12 Science Indiana Academic Standards | 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 Skyscrapers | IN | K-12 Science Indiana Academic Standards | 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 Launchers | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Hearing Toys | IN | K-12 Science Indiana Academic Standards | 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 Water Prisms | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Flood Control Engineering | IN | K-12 Science Indiana Academic Standards | 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 Skyscrapers | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Roller Coasters | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Library Scopes | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Permeable Concrete | IN | K-12 Science Indiana Academic Standards | 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. |
| Weather and Climate | IN | K-12 Science Indiana Academic Standards | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Heat and Evaporation | IN | K-12 Science Indiana Academic Standards | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Flood Control Engineering | IN | K-12 Science Indiana Academic Standards | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth Materials and Water Flow | IN | K-12 Science Indiana Academic Standards | 3-ESS2-1 | 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth's Interacting Systems | IN | K-12 Science Indiana Academic Standards | 3-ESS2-1 | 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth's Water | IN | K-12 Science Indiana Academic Standards | 3-ESS2-1 | 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | IN | K-12 Science Indiana Academic Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Hydroelectric Dams and the Environment | IN | K-12 Science Indiana Academic Standards | 3-ESS2-2 | 4 |
Obtain and combine information to describe climates in different regions of the world. |
| Earth Materials and Water Flow | IN | K-12 Science Indiana Academic Standards | 3-ESS2-2 | 4 |
Obtain and combine information to describe climates in different regions of the world. |
| Earth's Interacting Systems | IN | K-12 Science Indiana Academic Standards | 3-ESS2-2 | 5 |
Obtain and combine information to describe climates in different regions of the world. |
| Energy from the Sun | IN | K-12 Science Indiana Academic Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Environmental Change | IN | K-12 Science Indiana Academic Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Heat and Evaporation | IN | K-12 Science Indiana Academic Standards | 3-ESS2-3 | 3 |
Use a model to demonstrate how water, in its different forms, moves through the water cycle. Investigate places where water is found in different forms on Earth. |
| Earth's Water | IN | K-12 Science Indiana Academic Standards | 3-ESS2-3 | 5 |
Use a model to demonstrate how water, in its different forms, moves through the water cycle. Investigate places where water is found in different forms on Earth. |
| Flood Control Engineering | IN | K-12 Science Indiana Academic Standards | 3-ESS3-1 | 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Engineering Permeable Concrete | IN | K-12 Science Indiana Academic Standards | 3-ESS3-1 | 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Hydroelectric Dams and the Environment | IN | K-12 Science Indiana Academic Standards | 3-ESS3-1 | 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Life Cycles | IN | K-12 Science Indiana Academic Standards | 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. |
| Ecosystem Dynamics | IN | K-12 Science Indiana Academic Standards | 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. |
| Frog Life Cycle | IN | K-12 Science Indiana Academic Standards | 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. |
| Heredity and Traits | IN | K-12 Science Indiana Academic Standards | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Fossil Organisms and their Environment | IN | K-12 Science Indiana Academic Standards | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Energy from the Sun | IN | K-12 Science Indiana Academic Standards | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Life Cycles | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Plant Growth and Acid Rain | IN | K-12 Science Indiana Academic Standards | 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. |
| Selecting Traits | IN | K-12 Science Indiana Academic Standards | 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. |
| Mealworm Senses | IN | K-12 Science Indiana Academic Standards | 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. |
| Frog Life Cycle | IN | K-12 Science Indiana Academic Standards | 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. |
| Plant Structures | IN | K-12 Science Indiana Academic Standards | 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. |
| Heredity and Traits | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 3-LS3-2 | 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Plant Growth and Acid Rain | IN | K-12 Science Indiana Academic Standards | 3-LS3-2 | 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Selecting Traits | IN | K-12 Science Indiana Academic Standards | 3-LS3-2 | 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Heredity and Traits | IN | K-12 Science Indiana Academic Standards | 3-LS3-2 | 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Fossil Organisms and their Environment | IN | K-12 Science Indiana Academic Standards | 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. |
| Energy from the Sun | IN | K-12 Science Indiana Academic Standards | 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. |
| Changing Earth's Surface | IN | K-12 Science Indiana Academic Standards | 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. |
| Ecosystem Dynamics | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Environmental Change | IN | K-12 Science Indiana Academic Standards | 3-LS4-3 | 3 |
Construct an argument with evidence that in a particular ecosystem some organisms — based on structural adaptations or behaviors — can survive well, some survive less well, and some cannot survive at all. |
| Ecosystem Dynamics | IN | K-12 Science Indiana Academic Standards | 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. |
| Plant Growth and Acid Rain | IN | K-12 Science Indiana Academic Standards | 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. |
| Fossil Organisms and their Environment | IN | K-12 Science Indiana Academic Standards | 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. |
| Mealworm Senses | IN | K-12 Science Indiana Academic Standards | 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. |
| Selecting Traits | IN | K-12 Science Indiana Academic Standards | 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. |
| Environmental Change | IN | K-12 Science Indiana Academic Standards | 3-LS4-4 | 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
| Motion in the Solar System | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Forces and Materials | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Balanced vs. Unbalanced Forces | IN | K-12 Science Indiana Academic Standards | 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. |
| Engineering Roller Coasters | IN | K-12 Science Indiana Academic Standards | 3-PS2-1 | 5 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Engineering Launchers | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 3-PS2-1 | 2 |
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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Motion in the Solar System | IN | K-12 Science Indiana Academic Standards | 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 Magnetic Fields | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Static Charge | IN | K-12 Science Indiana Academic Standards | 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 Motors | IN | K-12 Science Indiana Academic Standards | 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. |
| Electrical Currents and Circuits | IN | K-12 Science Indiana Academic Standards | 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. |
| Current Electricity | IN | K-12 Science Indiana Academic Standards | 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 Electric Cars | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 3-PS2-4 | 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| Plant Growth | IN | K-12 Science Indiana Academic Standards | 3.LS1.B.1 | 5 |
Develop a model to compare and contrast observations on the life cycle of different plants and animals. |
| Plate Tectonics and Landform Patterns | IN | K-12 Science Indiana Academic Standards | 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. |
| Earth's Surface Features | IN | K-12 Science Indiana Academic Standards | 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. |
| Changing Earth's Surface | IN | K-12 Science Indiana Academic Standards | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. |
| Water Erosion | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Weather and Climate | IN | K-12 Science Indiana Academic Standards | 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. |
| Flood Control Engineering | IN | K-12 Science Indiana Academic Standards | 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. |
| Earth's Surface Features | IN | K-12 Science Indiana Academic Standards | 4-ESS2-2 | 5 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Plate Tectonics and Landform Patterns | IN | K-12 Science Indiana Academic Standards | 4-ESS2-2 | 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Changing Earth's Surface | IN | K-12 Science Indiana Academic Standards | 4-ESS2-2 | 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Water Erosion | IN | K-12 Science Indiana Academic Standards | 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. |
| Earth Materials and Water Flow | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Hydroelectric Dams and the Environment | IN | K-12 Science Indiana Academic Standards | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Earth Materials and Water Flow | IN | K-12 Science Indiana Academic Standards | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Flood Control Engineering | IN | K-12 Science Indiana Academic Standards | 4-ESS3-2 | 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Food Webs | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Plant Structures | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 4 |
Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. |
| Energy from the Sun | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Selecting Traits | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Plant and Animal Cells | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. |
| Ecosystem Dynamics | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Heredity and Traits | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Life Cycles | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Frog Life Cycle | IN | K-12 Science Indiana Academic Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Mealworm Senses | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 4-PS3-1 | 4 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| Windmill Forces | IN | K-12 Science Indiana Academic Standards | 4-PS3-1 | 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| Sound Energy and Mediums | IN | K-12 Science Indiana Academic Standards | 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. |
| Friction and Motion | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Sound Energy and Materials | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Waves and Energy | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Water Prisms | IN | K-12 Science Indiana Academic Standards | 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 Launchers | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Hearing Toys | IN | K-12 Science Indiana Academic Standards | 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 and Collisions | IN | K-12 Science Indiana Academic Standards | 4-PS3-3 | 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Energy Transfer and Levers | IN | K-12 Science Indiana Academic Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Magnets and Motors | IN | K-12 Science Indiana Academic Standards | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Information Transfer | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Roller Coasters | IN | K-12 Science Indiana Academic Standards | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Launchers | IN | K-12 Science Indiana Academic Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Waves and Energy | IN | K-12 Science Indiana Academic Standards | 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. |
| Sound Energy and Mediums | IN | K-12 Science Indiana Academic Standards | 4-PS4-1 | 3 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Pitch and Volume | IN | K-12 Science Indiana Academic Standards | 4-PS4-1 | 4 |
Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move. |
| Sound Energy and Materials | IN | K-12 Science Indiana Academic Standards | 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. |
| Engineering Sound Barriers | IN | K-12 Science Indiana Academic Standards | 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. |
| Engineering Hearing Toys | IN | K-12 Science Indiana Academic Standards | 4-PS4-1 | 3 |
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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 4-PS4-3 | 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
| Plant Growth | IN | K-12 Science Indiana Academic Standards | 4.LS1.A.1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. |
| Scaling the Sun Earth Moon System | IN | K-12 Science Indiana Academic Standards | 5-ESS1-1 | 5 |
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
| Motion in the Solar System | IN | K-12 Science Indiana Academic Standards | 5-ESS1-1 | 3 |
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
| Patterns | IN | K-12 Science Indiana Academic Standards | 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. |
| Earth's Interacting Systems | IN | K-12 Science Indiana Academic Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Weather and Climate | IN | K-12 Science Indiana Academic Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Surface Features | IN | K-12 Science Indiana Academic Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Environmental Change | IN | K-12 Science Indiana Academic Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Heat and Evaporation | IN | K-12 Science Indiana Academic Standards | 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. |
| Earth's Water | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
| Engineering Filtration Devices | IN | K-12 Science Indiana Academic Standards | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Hydroelectric Dams and the Environment | IN | K-12 Science Indiana Academic Standards | 5-ESS3-1 | 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Permeable Concrete | IN | K-12 Science Indiana Academic Standards | 5-ESS3-1 | 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Energy and Matter in Food Webs | IN | K-12 Science Indiana Academic Standards | 5-LS1-1 | 5 |
Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. |
| Energy from the Sun | IN | K-12 Science Indiana Academic Standards | 5-LS1-1 | 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant and Animal Cells | IN | K-12 Science Indiana Academic Standards | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Structures | IN | K-12 Science Indiana Academic Standards | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth and Acid Rain | IN | K-12 Science Indiana Academic Standards | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Food Webs | IN | K-12 Science Indiana Academic Standards | 5-LS2-1 | 4 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Decomposition | IN | K-12 Science Indiana Academic Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy and Matter in Food Webs | IN | K-12 Science Indiana Academic Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Environmental Change | IN | K-12 Science Indiana Academic Standards | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy from the Sun | IN | K-12 Science Indiana Academic Standards | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Ecosystem Dynamics | IN | K-12 Science Indiana Academic Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Conservation of Matter | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Heat and Matter | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Static Charge | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Structure of Matter | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Properties of Matter | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Waves and Energy | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Mediums | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Electrical Currents and Circuits | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Current Electricity | IN | K-12 Science Indiana Academic Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | IN | K-12 Science Indiana Academic Standards | 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 Magnetic Fields | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Properties of Minerals | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Library Scopes | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Information Transfer | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Water Prisms | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Hearing Toys | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Water Erosion | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Waves and Energy | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Sound Barriers | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Static Charge | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Pick-and-Place Devices | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Current Electricity | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Electrical Currents and Circuits | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Motors | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Sound Energy and Materials | IN | K-12 Science Indiana Academic Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Water Erosion | IN | K-12 Science Indiana Academic Standards | 5-PS1-4 | 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Properties of Minerals | IN | K-12 Science Indiana Academic Standards | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Conservation of Matter | IN | K-12 Science Indiana Academic Standards | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Scaling the Sun Earth Moon System | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Balanced vs. Unbalanced Forces | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Friction and Motion | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Motion in the Solar System | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Materials | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Skyscrapers | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Comparing Forces | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 2 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Levers | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Roller Coasters | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Launchers | IN | K-12 Science Indiana Academic Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Decomposition | IN | K-12 Science Indiana Academic Standards | 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 and Matter in Food Webs | IN | K-12 Science Indiana Academic Standards | 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. |
| Food Webs | IN | K-12 Science Indiana Academic Standards | 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 from the Sun | IN | K-12 Science Indiana Academic Standards | 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. |
| Plant Growth | IN | K-12 Science Indiana Academic Standards | 5.LS1.C.1 | 5 |
Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. |
| Comparing Forces | IN | K-12 Science Indiana Academic Standards | 5.PS2.B.1 | 2 |
Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center. |
| Controlling Erosion | IN | K-12 Science Indiana Academic Standards | 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 Marble Movers | IN | K-12 Science Indiana Academic Standards | 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 Boats | IN | K-12 Science Indiana Academic Standards | 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 Litter Collectors | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Communication Devices | IN | K-12 Science Indiana Academic Standards | 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 Hand Pollinators | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Litter Collectors | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Communication Devices | IN | K-12 Science Indiana Academic Standards | 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 Hand Pollinators | IN | K-12 Science Indiana Academic Standards | 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 Owl Shelters | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Marble Movers | IN | K-12 Science Indiana Academic Standards | 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 Litter Collectors | IN | K-12 Science Indiana Academic Standards | 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 performs. |
| Engineering Dams | IN | K-12 Science Indiana Academic Standards | 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 performs. |
| Engineering Communication Devices | IN | K-12 Science Indiana Academic Standards | 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 performs. |
| Controlling Erosion | IN | K-12 Science Indiana Academic Standards | 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 Hand Pollinators | IN | K-12 Science Indiana Academic Standards | 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 Owl Shelters | IN | K-12 Science Indiana Academic Standards | 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 Boats | IN | K-12 Science Indiana Academic Standards | 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. |
| Sunlight and Engineering | IN | K-12 Science Indiana Academic Standards | 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. |
| Who Scientists Are | IN | K-12 Science Indiana Academic Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Windy Weather | IN | K-12 Science Indiana Academic Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| The Water Cycle | IN | K-12 Science Indiana Academic Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather Patterns | IN | K-12 Science Indiana Academic Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Heat and Water | IN | K-12 Science Indiana Academic Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather and Seasons | IN | K-12 Science Indiana Academic Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Living Things in Their Habitat | IN | K-12 Science Indiana Academic Standards | 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. |
| Earth and Human Activity | IN | K-12 Science Indiana Academic Standards | K-ESS2-2 | K |