Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Earth Materials and Water Flow | MA | MA STE Frameworks | 3-ESS2-1 | 4 |
Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. |
| Earth Materials and Water Flow | MA | MA STE Frameworks | 3-ESS2-2 | 4 |
Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. |
| Earth Materials and Water Flow | MA | MA STE Frameworks | 3-ESS3-1 | 4 |
Evaluate the merit of a design solution that reduces the damage caused by weather. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 3-ESS3-1 | 4 |
Evaluate the merit of a design solution that reduces the damage caused by weather. |
| Frog Life Cycle | MA | MA STE Frameworks | 3-LS1-1 | 4 |
Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen. |
| Selecting Traits | MA | MA STE Frameworks | 3-LS3-1 | 4 |
Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. |
| Selecting Traits | MA | MA STE Frameworks | 3-LS3-2 | 4 |
Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment. |
| Changing Earth's Surface | MA | MA STE Frameworks | 3-LS4-1 | 4 |
Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere. |
| Selecting Traits | MA | MA STE Frameworks | 3-LS4-2 | 4 |
Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. |
| Selecting Traits | MA | MA STE Frameworks | 3-LS4-3 | 4 |
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. |
| Selecting Traits | MA | MA STE Frameworks | 3-LS4-4 | 4 |
Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. |
| Frog Life Cycle | MA | MA STE Frameworks | 3-LS4-5 (MA) | 4 |
Provide evidence to support a claim that the survival of a population is dependent upon reproduction. |
| Selecting Traits | MA | MA STE Frameworks | 3-LS4-5 (MA) | 4 |
Provide evidence to support a claim that the survival of a population is dependent upon reproduction. |
| Balanced vs. Unbalanced Forces | MA | MA STE Frameworks | 3-PS2-1 | 4 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. |
| Energy and Collisions | MA | MA STE Frameworks | 3-PS2-1 | 4 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. |
| Energy Transfer and Levers | MA | MA STE Frameworks | 3-PS2-1 | 4 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. |
| Engineering Launchers | MA | MA STE Frameworks | 3-PS2-1 | 4 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. |
| Forces and Levers | MA | MA STE Frameworks | 3-PS2-1 | 4 | Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 3.3-5-ETS1-1 | 4 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
| Engineering Launchers | MA | MA STE Frameworks | 3.3-5-ETS1-1 | 4 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
| Engineering Electric Cars | MA | MA STE Frameworks | 3.3-5-ETS1-1 | 4 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 3.3-5-ETS1-2 | 4 |
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
| Engineering Launchers | MA | MA STE Frameworks | 3.3-5-ETS1-2 | 4 |
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
| Engineering Electric Cars | MA | MA STE Frameworks | 3.3-5-ETS1-2 (MA) | 4 |
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
| Engineering Electric Cars | MA | MA STE Frameworks | 3.3-5-ETS1-4 | 4 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | 4 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
| Engineering Launchers | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | 4 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
| Plate Tectonics and Landform Patterns | MA | MA STE Frameworks | 4-ESS1-1 | 4 |
Construct a claim with evidence that changes to a landscape due to erosion and deposition over long periods of time result in rock layers and landforms that can be interpreted today. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. |
| Water Erosion | MA | MA STE Frameworks | 4-ESS1-1 | 4 |
Construct a claim with evidence that changes to a landscape due to erosion and deposition over long periods of time result in rock layers and landforms that can be interpreted today. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. |
| Changing Earth's Surface | MA | MA STE Frameworks | 4-ESS1-1 | 4 |
Construct a claim with evidence that changes to a landscape due to erosion and deposition over long periods of time result in rock layers and landforms that can be interpreted today. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. |
| Water Erosion | MA | MA STE Frameworks | 4-ESS2-1 | 4 |
Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion by water, ice, wind, and vegetation. |
| Plate Tectonics and Landform Patterns | MA | MA STE Frameworks | 4-ESS2-2 | 4 |
Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, and the placement of volcanoes and earthquakes to describe patterns of these features and their locations relative to boundaries between continents and oceans. |
| Water Erosion | MA | MA STE Frameworks | 4-ESS3-1 | 4 |
Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. |
| Changing Earth's Surface | MA | MA STE Frameworks | 4-ESS3-1 | 4 |
Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. |
| Hydroelectric Dams and the Environment | MA | MA STE Frameworks | 4-ESS3-1 | 4 |
Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 4-ESS3-2 | 4 |
Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans. |
| Plant Structures | MA | MA STE Frameworks | 4-LS1-1 | 4 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
| Frog Life Cycle | MA | MA STE Frameworks | 4-LS1-1 | 4 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
| Mealworm Senses | MA | MA STE Frameworks | 4-LS1-1 | 4 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
| Selecting Traits | MA | MA STE Frameworks | 4-LS1-1 | 4 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
| Energy and Collisions | MA | MA STE Frameworks | 4-PS3-1 | 4 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| Energy Transfer and Levers | MA | MA STE Frameworks | 4-PS3-2 | 4 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Launchers | MA | MA STE Frameworks | 4-PS3-2 | 4 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Current Electricity | MA | MA STE Frameworks | 4-PS3-2 | 4 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Electric Cars | MA | MA STE Frameworks | 4-PS3-2 | 4 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Waves and Energy | MA | MA STE Frameworks | 4-PS3-2 | 4 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Pitch and Volume | MA | MA STE Frameworks | 4-PS3-2 | 4 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Information Transfer | MA | MA STE Frameworks | 4-PS3-2 | 4 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Forces and Levers | MA | MA STE Frameworks | 4-PS3-2 | 4 | Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy and Collisions | MA | MA STE Frameworks | 4-PS3-3 | 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Engineering Launchers | MA | MA STE Frameworks | 4-PS3-4 | 4 |
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound. |
| Engineering Electric Cars | MA | MA STE Frameworks | 4-PS3-4 | 4 |
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound. |
| Engineering Information Transfer | MA | MA STE Frameworks | 4-PS3-4 | 4 |
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound. |
| Waves and Energy | MA | MA STE Frameworks | 4-PS4-1 | 4 |
Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can cause objects to move. |
| Engineering Information Transfer | MA | MA STE Frameworks | 4-PS4-2 | 4 |
Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen. |
| Engineering Information Transfer | MA | MA STE Frameworks | 4-PS4-3 | 4 |
Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 4.3-5-ETS1-3 | 4 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
| Engineering Launchers | MA | MA STE Frameworks | 4.3-5-ETS1-3 | 4 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
| Engineering Electric Cars | MA | MA STE Frameworks | 4.3-5-ETS1-3 | 4 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
| Engineering Information Transfer | MA | MA STE Frameworks | 4.3-5-ETS1-3 | 4 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | 4 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
| Engineering Launchers | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | 4 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
| Engineering Electric Cars | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | 4 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
| Engineering Information Transfer | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | 4 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
| Balanced vs. Unbalanced Forces | MA | MA STE Frameworks | 5-ESS1-1 | 4 |
Use observations, first-hand and from various media, to argue that the sun is a star that appears larger and brighter than other stars because it is closer to Earth. |
| Balanced vs. Unbalanced Forces | MA | MA STE Frameworks | 5-ESS1-2 | 4 |
Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. |
| Earth Materials and Water Flow | MA | MA STE Frameworks | 5-ESS2-1 | 4 |
Use a model to describe the cycling of water through a watershed through evaporation, precipitation, surface runoff, condensation, transpiration, and runoff. |
| Earth Materials and Water Flow | MA | MA STE Frameworks | 5-ESS2-2 | 4 |
Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere. |
| Hydroelectric Dams and the Environment | MA | MA STE Frameworks | 5-ESS3-1 | 4 |
Obtain and combine information about ways communities reduce the impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. |
| Engineering Electric Cars | MA | MA STE Frameworks | 5-ETS3-1 (MA) | 4 |
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. |
| Engineering Launchers | MA | MA STE Frameworks | 5-ETS3-1 (MA) | 4 |
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. |
| Engineering Electric Cars | MA | MA STE Frameworks | 5-ETS3-2 (MA) | 4 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
| Engineering Launchers | MA | MA STE Frameworks | 5-ETS3-2 (MA) | 4 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
| Food Webs | MA | MA STE Frameworks | 5-LS1-1 | 4 |
Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. |
| Plant Structures | MA | MA STE Frameworks | 5-LS1-1 | 4 |
Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. |
| Food Webs | MA | MA STE Frameworks | 5-LS2-1 | 4 |
Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals eat plants and/or other animals for food and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. |
| Properties of Matter | MA | MA STE Frameworks | 5-PS1-1 | 4 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
| Waves and Energy | MA | MA STE Frameworks | 5-PS1-1 | 4 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
| Pitch and Volume | MA | MA STE Frameworks | 5-PS1-1 | 4 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
| Current Electricity | MA | MA STE Frameworks | 5-PS1-3 | 4 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
| Pitch and Volume | MA | MA STE Frameworks | 5-PS1-3 | 4 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
| Plate Tectonics and Landform Patterns | MA | MA STE Frameworks | 5-PS1-3 | 4 |
Make observations and measurements to identify substances based on their unique properties, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
| Engineering Electric Cars | MA | MA STE Frameworks | 5-PS1-3 | 4 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
| Water Erosion | MA | MA STE Frameworks | 5-PS1-4 | 4 |
Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties. |
| Balanced vs. Unbalanced Forces | MA | MA STE Frameworks | 5-PS2-1 | 4 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
| Energy Transfer and Levers | MA | MA STE Frameworks | 5-PS2-1 | 4 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
| Engineering Launchers | MA | MA STE Frameworks | 5-PS2-1 | 4 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
| Forces and Levers | MA | MA STE Frameworks | 5-PS2-1 | 4 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
| Food Webs | MA | MA STE Frameworks | 5-PS3-1 | 4 |
Use a model to describe that the food animals digest (a) contains energy that was once energy from the sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction. |
| Engineering Permeable Concrete | MA | MA STE Frameworks | 5.ESS3-2 (MA) | 4 |
Test a simple system designed to filter an impurity out of water and propose one change to the design to improve it. |
